Basketball architecture

ABSTRACT

An improved basketball court that provides a safe environment for the players in which to play the game and officials to manage gameplay. The disclosed updated court exhibits increased dimensions in length and width, four-point shooting locations, a full three-point arc shot line, and increased distance behind the basket and along the baseline.

BACKGROUND

Basketball remains one of the premier sporting events for fans aroundthe world. In the professional venue, for example, the NBA (NationalBasketball Association) has a long history of adapting the game to allowits players the opportunity to excel and bring gameplay to its fullestpotential.

However, one problem that is foremost in the existing basketball game(e.g., professional, college, etc.) is that the players have outgrownthe original dimensions of the court as well as conventional scoringopportunities. For example, the size, strength, and speed of theprofessional NBA player is significantly greater than that of late 19thcentury athletes. In order to meet these evolving playercharacteristics, continue to retain fan excitement and participation,and ensure a safer environment for players and officials, the overalldesign of the basketball game and system needs to evolve as well.

SUMMARY

The following presents a simplified summary in order to provide a basicunderstanding of some novel implementations described herein. Thissummary is not an extensive overview, and it is not intended to identifykey/critical elements or to delineate the scope thereof. Its solepurpose is to present some concepts in a simplified form as a prelude tothe more detailed description that is presented later.

Disclosed herein is a basketball architecture that provides a saferenvironment for the players in which to play the game and officials toofficiate the game while improving the flow of the game. Thearchitecture further enables players of any age group and level oftalent room to grow at least in the sense of shooting abilities andoverall gameplay. Additionally, while fan interest tends to wane or evenbe non-existent in existing sports venues near the end of the game(i.e., the clock is close to “running out”), at least one goal of thedisclosed court design and increased number of point-scoringopportunities is to keep the outcome of the game in doubt as long aspossible, and thereby keeping fans in their seats as long as possible.

The disclosed basketball architecture finds applicability to a widevariety of basketball venues such as the NBA (National BasketballAssociation), WNBA (Women's National Basketball Association), NCAA(National Collegiate Athletic Association), U.S. high schools, and U.S.junior high schools, and FIBA (International Basketball Federation ormore specifically, Fédération Internationale de Basket-ball)).

In support thereof, the disclosed architecture comprises an enhancedcourt which exhibits features such as updated dimensions and courtvisual markings (also referred to as annotations and artifacts) thataccommodate and promote the increased size and athletic capabilities ofthe players, as well as improve the game at least insofar as playing andviewing. For example, the improved court architecture includes increasedpoint scoring opportunities such as for four-point goals and five-pointgoals, as well as clearly marked scoring areas on the court surface fromwhich to make these shots.

The use of colorization of selected areas of the court surfacefacilitate increased visual acuity of the players in determining fromwhere shots should be taken and for officiating to ensure the properscoring and game rules are enforced. The use of contrasting colors ofcourt features such as shooting areas enables players who may becolorblind, for example, or have other visual deficiencies to stillcompete and enjoy the game. Moreover, colorization can be used toenhance the contrast between adjacent scoring areas and other floorfeatures so that players and officials can more readily determine wherethey are on the court and to more quickly make decisions based on thecurrent court location.

Additionally, a redesigned backboard system also facilitates theincreased likelihood of making the four-point and five-point shots byincorporating backboard shot cues at which the shooting player can aimto make these longer shots.

More specifically, the court has increased dimensions and incorporatesadditional shooting locations for an increased number of points notcurrently employed in basketball courts. For example, the court includesone or more four-point shooting locations, and a larger and moreexpansive three-point area for shooting three-point shots. In oneimplementation, the three-point line can be entirely an arc, whichcontrasts with existing basketball three-point design of a semi-circulararc with added straight lines. Additional features include increasingthe distance from the baseline to the center of the basket (alsoreferred to as the “hoop”), which introduces additional room for playersto traverse this area behind the basket, as well as facilitating the useof additional four-point shooting areas by the back baseline and oneither side of the basket.

In another implementation, the court surface is clearly marked into fivescoring areas, and can use different floor colorations and floor shotcues from which to attempt the shots. This further enables not onlyfour-point shots, but also five-point shots, and even six-point shots.The flexibility of the disclosed implementations enable the user todecide to what extent high-point scoring will be employed, theassociated floor shot cues and other markings, and the backboard shotcues.

More specifically, and in one implementation, the dimensions of thecourt are increased from an existing length of ninety-four feet to a newlength of one hundred feet, and from an existing width of fifty feet toa new width of fifty-four feet. In another implementation, thedimensions of the court are increased from an existing length ofninety-four feet to a new length of one hundred feet, and from anexisting width of fifty feet to a new width of fifty-six feet.

The added area in the new court dimensions can be used to increase thedistance to the baseline by an additional one foot (where a “baseline”is a short side (or width line) on the boundary line of the rectangularcourt, and is also referred to as the “back baseline”). For example, itis to be appreciated that the distance between the baseline and thecenter of the basket in an existing court ranges from approximatelysixty-three inches to sixty-four inches, whereas the new distance in theupdated court ranges from approximately seventy-five inches toseventy-six inches.

Another new feature due to the increased court dimensions relates to thethree-point line (also called the three-point shot line). In existingbasketball courts, the three-point line is a combination of an arc andstraight line segments, such as a semi-circular arc, the ends of the arcwhich are then connected to straight lines (segments) to the backbaseline, and which straight line segments are parallel to thesidelines. The three-point arc (which forms some or all of thethree-point line) can be a partial circle (e.g., a semi-circular arc (of180-degrees), a minor arc (of less than 180-degrees), or a major arc (ofgreater than 180-degrees)).

However, in one new implementation, the distance from the center of thebasketball hoop to the three-point line can be extended three inches toa new distance of twenty-four feet, over the existing twenty-three feet,nine inches. Additionally, in alternative implementations, thethree-point line can be entirely in the shape of a partial circle (anarc) (where the straight lines of the existing court are essentiallyreplaced by the three-point arc), or a combination of a semi-circulararc and straight line segments. With the three-point line at twenty-fourfeet, a player has more room outside the perimeter of the three-pointshot line with which to shoot a three-point shot while avoiding a lineinfraction by stepping on the sideline, for example.

Based on these updated dimensions and features, the four-point scoringopportunities can be incorporated into the updated basketball court ator near the mid-court line (also called the center court line ormid-court division line) and other locations such as near the baseline.The four-point scoring locations can be demarcated by a four-point line(or four-point shot line) and/or as a four-point shot box.

For example, the four-point shot line at mid-court can be a straightline extending across the court width and parallel to the mid-courtline, and of a predetermined distance from the mid-court line (e.g., amaximum of two feet, three feet, four feet, six feet, etc.).Alternatively, the four-point shot line at mid-court can be entirely aminor arc (the “apex” of which is offset from the mid-court line apredetermined distance, where the “apex” is the point on the four-pointshot line closest to the mid-court line). Still alternatively, thefour-point shot line at (or near) mid-court can be a combination of aminor arc (the apex of which is offset from the mid-court line apredetermined distance) and straight line segments to the sidelines,where any point on the four-point shot line is no closer to themid-court line than the radius of the center court jump circle (e.g.,six feet in the NBA, WNBA, NCAA, U.S. high schools, and U.S. junior highschools, and a smaller radius for FIBA). In either or both of thealternative implementations, the apex of the four-point shot arc line asrelates to the outer circle of the center court jump ball area, iscongruent with the outer circle, adjoins the outer circle, or isadjacent to the outer circle.

In all cases of the four-point shot line at or near mid-court, a goalmade by an offensive player “behind” the four-point shot line is scoredas four points. Thus, the four-point scoring area “behind” the linecomprises the entire offensive court area (across which the offensiveteam brings the ball down court into the defensive court area) and thearea from the mid-court line to the four-point shot line in thedefensive court area. The four-point shot must be made behind (the edgeof the four-point line away from the basket to which the shot is beingattempted) the four-point shot line and within the sideline boundaries;otherwise, the shot made will be three points or less. In other words,in one implementation, the four-point shot line begins approximatelyforty-one feet, eight inches from the center of the basketball hoop.

The baseline four-point shot scoring locations (also referred to asfour-point shot “box(es)” (e.g., polygons)) are near the baselines ofthe team court areas and facilitate four-point “side” shots to the hoop(or goal). Where the three-point line is entirely a major arc, afour-point shot box can be defined as a polygon having a first side aspart of the sideline, a second side as part of the baseline, a thirdside as an arcuate part of the three-point shot line with one end of thearcuate part intersecting the baseline, and the fourth side as astraight line from the other end of the arcuate part to the sideline,where the fourth side is parallel to the baseline.

Where the three-point line comprises a semi-circular arc and straightline segments, the four-point shot box can be defined as a polygonhaving a first side as part of the sideline, a second side as part ofthe baseline, a third side as one of the straight line segments, and thefourth side as a straight line from one end of the straight line segmentto the sideline (where the fourth side is parallel to the baseline).When using the larger court dimensions of fifty-four feet wide andfifty-six feet wide, the four-point shot box can be approximatelythirty-six inches wide and seventy-three inches long, and forty-eightinches wide and seventy-three inches long, respectively.

In one implementation, the fourth side of the four-point shot boxcoincides with an imaginary hoop center line parallel to the baseline,and which extends across the width of the basketball court and throughthe center of the goal. In an alternative implementation, the fourthside of the four-point shot box is not part of the imaginary hoop centerline.

The four-point scoring location of the first court area is bounded by, afour-point scoring line in the first court area that extends across thecourt proximate a center court line, and a baseline of the opposingcourt area. In a four-point scoring line implementation, every point ofthe four-point scoring line in the first court area is at least two feetfrom every point on the center court line. The four-point scoring linein the first court area can be a straight line that extends across thecourt and parallel to the center court line. The first court area caninclude a three-point scoring location, the three-point scoring locationbounded by a three-point arc, the boundary line, and the four-pointscoring line. The three-point arc comprises a semi-circle the center ofwhich is vertically aligned with a center of the goal. The three-pointarc is a semi-circular arc having a first end and a second end, thefirst and second ends each connect to a straight-line segment thatextends to the baseline, the straight-line segments parallel to asideline.

In another implementation, the four-point scoring line in the firstcourt area includes an arcuate section having a radius of curvatureequal to or greater than a radius of curvature of the three-point arc.The four-point scoring line in the first court area includes the arcuatesection, and a straight line section connected at each end of thearcuate section, the straight line sections intersecting correspondingsidelines of the court. The first court area further comprises a secondfour-point scoring location, the second four-point scoring locationadjacent to a baseline of the first court area.

In yet another implementation, a basketball court is described on whichbasketball gameplay is performed, the court comprising: a rectangularcourt surface which includes a boundary line that circumscribes courtareas within which the gameplay occurs, the court areas include a firstcourt area and an opposing court area, the court surface includes visualartifacts that facilitate the gameplay; at least one four-point scoringlocation in each of the court areas from which a shot can be made to agoal, the four-point scoring location of each court area bounded in partby a corresponding four-point scoring line, the four-point scoring linein the first court area is at least two feet from every point on acenter court line; and, a three-point scoring location in each of thecourt areas, the three-point scoring location bounded by, in part, thefour-point scoring line, the boundary line, and a three-point line.

The first court area and the opposing court area define the rectangularcourt surface, which rectangular court surface exceeds a width of fiftyfeet and exceeds a length of ninety-four feet. The first court areaincludes a three-point arc that serves as a three-point shot line, thethree-point arc is a semi-circular arc having a first end and a secondend, the first and second ends each connect to a straight-line segmentthat extends to a back-court baseline, the straight-line segmentsparallel to a sideline.

The four-point scoring line in the first court area includes an arcuatesection having a radius of curvature equal to or greater than a radiusof curvature of the three-point line. The first court area comprises atleast three four-point scoring locations: a first four-point scoringlocation proximate the center court line, a second four-point scoringlocation on one side of the goal and bounded on one side by a back-courtbaseline, and a third four-point scoring location on an opposite side ofthe goal relative to the second four-point scoring location and boundedon one side by the back-court baseline. The four-point scoring line ofthe first court is non-intersecting to the three-point line.

In another implementation, the court surface is clearly marked into fivescoring areas, and can use different floor colorations and floor shotcues from which to attempt the shots. This further enables not onlyfour-point shots, but also, optionally, five-point shots, andoptionally, even six-point shots. The flexibility of the disclosedimplementations enable the user to decide to what extent high-pointscoring will be employed, the associated floor shot cues and othermarkings, and the backboard shot cues.

In a variation on aspects of the disclosed basketball architecture andwith existing basketball rules, certain novel features can be employedto affect game strategy and thereby improve the flow of the game whilealso improving on fan interest over what currently exists in sports.Game stoppage is a major negative aspect of gameplay, as well as waningfan attention or interest in the closing minutes of the game or any timesegment of the game (e.g., a quarter) when the apparent possibility of ateam recovering to win the game, is seemingly impossible.

The following novel features can negate certain aspects normallyassociated with existing basketball games by reducing the time ofgameplay while increasing fan interest until the game clock runs out. Inone example, gameplay can be shortened in time such as to ten minutequarters, for example, rather than quarters using a greater amount oftime such as twelve minutes. The disclosed architecture and featuresoffer more excitement in less time than existing basketball designs.

One specific example which now occurs quite frequently in basketballplay is the Hack-a-Shaq play. The Hack-a-Shaq play is defined onWikipedia™ as “a basketball strategy initially instituted in the NBA . .. to hinder the scoring ability of the opposing team by continuouslycommitting personal fouls against one of its opposing players, theplayer chosen being the one with the weakest free throw percentage amongplayers on the court.” This play not only significantly reduces the flowof the game to “a crawl” by using what many people consider assubstandard play techniques, but also reduces fan excitement andincreases the possibly of player injury by the continual fouling thatoccurs.

As a novel feature that counters the Hack-a-Shaq play, basketball playcan now incorporate features/rules/structure of other sports. Forexample, fouls can be similarly categorized as in existing gameplay, butthe penalties can be enhanced to mitigate bad player behavior. Thus, inaccordance with optional feature of the basketball architecture, andsimilar to an aspect of ice hockey, a player committing a foul can bedirected to a penalty area to sit for a predetermined amount of time(e.g., two minutes) or until an event has occurred in the gameplay, suchas the offensive team scored. The penalty area can be located along thecourt perimeter so that the player(s) sitting in the penalty area areisolated from other team players and the coach.

The use of the penalty area provides a team “power play” that does notcurrently exist in basketball, but would give the fouled team at least aone-man advantage until such time as a terminating event occurs.Furthermore, it is conceivable to incorporate features that enablemulti-player power plays where the same team has two players or more inthe penalty box. Such features would retain also fan interest until thelast second of the game while maintaining the flow of the game. Thisfeature can apply at least to five and six-player basketball teams.

Another feature that can be employed alone or in combination with thepenalty box can be increased penalty shots based on where the penaltywas called. For example, if the player was fouled while attempting athree-point shot, the number of free throws awarded to the fouled playerwill also be three. This feature also applies to five and six playerteams (if higher-point shots such a five point shots and six-pointshots).

To the accomplishment of the foregoing and related ends, certainillustrative aspects are described herein in connection with thefollowing description and the annexed drawings. These aspects areindicative of the various ways in which the principles disclosed hereincan be practiced and all aspects and equivalents thereof are intended tobe within the scope of the claimed subject matter. Other advantages andnovel features will become apparent from the following detaileddescription when considered in conjunction with the drawings.

BRIEF DESCRIPTION OF THE DRAWINGS

FIG. 1 illustrates an implementation of a basketball court showingcorrespondingly alternative dimensions and features for enhancedgameplay.

FIG. 2 illustrates an alternative implementation of a basketball courtthat comprises additional four-point scoring locations.

FIG. 3 illustrates a basketball court on which basketball can be playedin accordance with the disclosed architecture.

FIG. 4 illustrates an implementation of a basketball court showingspecific dimensions for enhanced gameplay.

FIG. 5 illustrates an implementation of a substantially rectangularbasketball goal system showing modifications that can be employed in theenhanced basketball court.

FIG. 6 illustrates an alternative implementation of a fan-shapedbasketball goal system showing modifications that can be employed in theenhanced basketball court.

FIG. 7 illustrates an alternative basketball court system that includesa backboard having one or more shot cues (or marks) in accordance withthe disclosed architecture.

FIG. 8 illustrates a basketball court implementation that includes courtsurface shooting locations for an increased number of points, inaccordance with the disclosed architecture.

FIG. 9 illustrates a basketball court implementation that includes courtsurface shooting locations for five-point and six-point shots, inaccordance with the disclosed architecture.

FIG. 10 illustrates a basketball court implementation that includescourt surface shooting locations for an increased number of points, aswell as penalty locations and ball-in locations on the court surface, inaccordance with the disclosed architecture.

FIG. 11 illustrates a method of providing a basketball court forbasketball gameplay, in accordance with the disclosed architecture.

DETAILED DESCRIPTION

Court-based sports, such as basketball, need to adapt to the increasedsize, strength, and athletic capabilities of the players. For example,existing court dimensions and scoring zones (also referred to as “shotlocations”) in the NBA (National Basketball Association) are no longerchallenging for many of the players. This potential disconnect betweenexisting court limitations and enhanced player athletics can have aneffect on the economics of the sport by way of fan attendance andparticipation in other ways, whether at the arena or viewing thesporting event on television or computing devices. Thus, a basketballcourt architecture so designed and employed that enhances gameplay andplayer talents can have a significant impact on fan interest, andconsequently, profitability of the sport whether professional,collegiate, or otherwise.

Additionally, existing gameplay has changed in several ways from itsinitial inception. Each change has been an attempt to make the game moreentertaining. In one significant way, the game is no longer the game ofthe “big man” (the tall center) who when on offence is strategicallypositioned under or near the basket and to whom the ball is passed tosetup or to make the shot. In other words, once the ball is passed tothe “big man” play collapses to the “big man” and he passes the ball outto a player who takes the shot. On defense, the “big man” roams theclose-in area under and around the basket to block shots.

Today's games are dominated by “wing” play where outside (non-center)players take a more direct role in scoring by taking “outside” shots,which are farther from the basket. The further introduction of thethree-point shot in combination with “wing” play typically pushes theoutside shot to the three-point line. This forces the defense to movefarther away from the basket to defend against the three-point shot.Consequently, the game now provides more opportunities for the“slashers”, who are quicker players that use their athletic ability toscore such as to lob shots from the three-point line, drive-in to thebasket to either shoot the close-in shot or pass out to an open player,or to receive a pass from a wing player. This evolution provides morefan enjoyment.

The disclosed basketball architecture comprises a redesigned (“updated”)sporting surface that among many things provides a safe environment forthe players in which to play the game and officials to manage gameplay.The disclosed updated court exhibits new court dimensions and featuresthat meet the needs of evolving player capabilities (e.g., physical,shooting, passing, etc.) and at least maintain or increase fan interestin the sport by further incorporating additional shooting locations andscoring opportunities, such as with four-point shots, five-point shots,and even six-point shots. (In a sports venue, a court is defined as anopen and level area marked with appropriate lines and indications uponwhich a game is played.)

Using the more expansive court and potentially the higher-point scoringopportunities, the disclosed basketball architecture opens the game upfurther by providing strategic importance to many new areas of theentire court. Thus, players will need to defend much sooner as theoffensive team brings the ball down the court, and the defense will bemore spread out to defend against offensive scoring. The “full courtpress” will no longer be unusual, but may be quite commonplace in thegame to guard against attempts at the higher-point shots as the ball isbrought down the court.

In keeping with these increased features of larger court size and moreopportunities to score, it is conceivable that the basketball team canbe expanded to six players during play. No longer will the game befocused solely on the one or two dominantly tall players but can move toa more balanced approach for the all-around skilled player. Thus,passing and running will be even more important, and equallyentertaining to the fans.

A prime objective in any sport is to keep the game moving, and thusexciting for the fans. Increased scoring opportunities build fanexcitement and prolong interest in the game by extending the doubt inthe outcome. Increasing the length and width of the court not onlyenables the implementation of a full three-point arc, but also opens thegame for more speedy and skilled players to maneuver, which, in turn,increases spacing on the floor to promote driving plays to the basket.Additionally, the passing game becomes an even more important aspect onthe new court.

The increased dimensions enhance gameplay in several ways by at leastimproving the flow of the game. Unnecessary stoppage of play is nothelpful in any game or sport, at least with respect to maintaining fanexcitement. Thus, increasing the distance behind the basket in thedisclosed updated (expanded) court also reduces the chance that playerswill be forced out-of-bounds, as well as inadvertently touching thebaseline and triggering an out-of-bounds infraction. Moreover, giventhis additional area provided by this expanded court, it is conceivablethat players and coaches will generate plays that use the additionalspace, such as behind the basket, for example.

It is to be understood that although the description focuses on thedimensions of the professional basketball court, the updated featuresdescribed herein can be applied to smaller courts that may be used bycolleges, high schools etc., by simply reducing in proportion to thereduced dimensions of the court, as one way to accommodate the disclosednew court features.

Additionally, the court dimensions enable a new facet to the game in theimplementation of four-point scoring opportunities. The increaseddimensions of the court easily incorporate one or more four-point shotareas (also referred to as four-point scoring areas or locations) thatare fair and consistent with the abilities of more experienced players(e.g., college, professional, etc.). It is to be understood that any newmulti-point shots and court features introduced into this new basketballarchitecture are compliant with existing basketball rules. Thus, forexample, the ball must be in-bounded and the clock running for the shotto be valid.

Other potential benefits include the capability of adding a fourthreferee/official to officiate games. If this were to occur, the addedofficial would be better employed on the new court than on the currentcourt due to the increased dimensions in the new court, andconsequently, improved safety to both officials and players on theimproved court disclosed herein. As another benefit, the enhanced sizeof the new court encourages amateur players to consider improving basicskills such as ball handling, shooting, and passing before entering theprofessional draft. Moreover, a player may choose to spend more time incollege in order to improve their draft status. An older player withmore time in college will improve the overall play in the professionalgame, once drafted, as well as improve the college game.

Some specific changes and components of the updated court includeincreasing the outward dimensions of length (L) and width (W) (in theformat of L×W feet). For example, in one implementation, existing courtdimensions of ninety-four feet by fifty feet can be increased to onehundred feet by fifty-four feet in the updated court. In anotherimplementation, existing court dimensions of ninety-four feet by fiftyfeet can be increased to one hundred feet by fifty-six feet in theupdated court.

The increased dimensions can be used to extend the back baseline (e.g.,one or more feet), for example. Additionally, the current distancebetween the back baseline and the center of the basket (also referred toas the “hoop”) can be increased (e.g., ranging from approximatelyseventy-five inches to seventy-six inches), as desired, as this is not arequirement.

Further improvements include increasing the distance between the centerof the basketball hoop to the three-point arc (as part of the“three-point line” or “three-point shot line”) of the existing court(e.g., extending the distance three inches to a total of twenty-fourfeet).

The three-point line can comprise the three-point arc (a curved line)which is defined by a curved segment of a two-dimensional geometricshape having, a curved line the ends of which connect to form a closedloop (e.g., geometric objects as a circle, an ellipse, etc.).

In the implementation of a circle, the curved segment is a circularsegment—a region of a circle defined by an arc and a chord of the circle(in geometry, a chord is a straight line segment whose endpoints bothlie on a circle or arc of the circle) that connects the endpoints of thearc. When the arc is of a circle, the angle measure of the arc can beless than one hundred eighty degrees (referred to herein as a “minorarc”), exactly one hundred eighty degrees (referred to herein as a“semi-circle arc” or “or semi-circular arc”), or greater than onehundred eighty degrees (referred to herein as a “major arc”). The anglemeasure is the angle (in degrees) created using the circle center as theangle vertex and the arc endpoints forming the two respective linesjoining at the vertex. When using a closed-loop geometric object otherthan a circle, the angle measure can be determined using the vertex asanywhere in the closed loop object (e.g., the center of an ellipse).

Generally, the three-point line can include the arc of a circle, as wellas arcs, lines, etc., of other two-dimensional geometric shapes definedon the (surface of) court. Thus, in one implementation, the three-pointline (from which three-point goals are made (the ball goes through thehoop or basket) are worth three points) can be only the arc of a circle(e.g., a major arc).

In another implementation, the overall length of the three-point line isincreased and thereby extended toward the center of the court (the “topof the arc” is a point of the arc closest to the mid-court line). Thiscan be accomplished by including the semi-circular arc, and on one end(a first arc endpoint) of this arc appending a first straight line(segment) of a first length that extends from the first arc endpoint tothe back baseline, and on the other end of the arc (a second arcendpoint) appending a second straight line (segment) of the same firstlength that extends from the second arc endpoint to the back baseline.

Alternatively, in this latter implementation, the overall length of thethree-point line is extended toward the center of the court (mid-courtline) by including the arc of a circle (e.g., greater than thesemi-circle) and on one end of this arc (the first arc endpoint),appending a first straight line of a first length that extends from thefirst arc endpoint of the chord to the back baseline, and on the otherend of the arc (the second arc endpoint), appending a second straightline of the same first length that extends from the second arc endpointof the chord to the back baseline.

In still another implementation, a four-point scoring opportunity (oneor more shooting locations from which a player can make a goal to scorefour points, also referred to as “the 4-point line” and/or “4-pointshot” area) can be incorporated in the court (within the rectangulardimensions of the court). For example, in one implementation, afour-point scoring opportunity can be located near the center of thebasketball court (i.e., near the mid-court line). The 4-point scoringopportunity at this location, for example, can be a line that isperpendicular to a sideline and extends the width of the court (which isalso parallel to the baseline at each end of the court).

In another implementation, a four-point scoring opportunity can belocated in one or more spaces within the court dimensions, near the backbaseline and, bounded by the back baseline, sideline, a portion of thearc of the circle, and a line extending from the arc (arc endpoint) tothe sideline.

In yet another implementation, a four-point scoring opportunity can belocated in one or more spaces within the court dimensions, near a backbaseline and, bounded by the back baseline, sideline, a line segment ofthe three-point shot line that is parallel to the sideline and extendsto the back baseline, and a line segment extending from the three-pointshot line to the sideline and parallel to the baseline.

It is to be understood that most, if not all, features described hereinwith reference to full court gameplay, can also be applied to half-courtgameplay. Half-court gameplay typically only requires half of afull-sized court. Thus, one out-of-bounds baseline now becomes what isnormally the mid-court line in the full-sized court. Half-court play iscommonly known; however, the use of four-point shot zones as describedherein are not.

Reference is now made to the drawings, wherein like reference numeralsare used to refer to like elements throughout. In the followingdescription, for purposes of explanation, numerous specific details areset forth in order to provide a thorough understanding thereof. It maybe evident, however, that the novel implementations can be practicedwithout these specific details. In other instances, well knownstructures and devices are shown in block diagram form in order tofacilitate a description thereof. The intention is to cover allmodifications, equivalents, and alternatives falling within the spiritand scope of the claimed subject matter.

FIG. 1 illustrates an implementation of a basketball court 100 showingcorresponding dimensions and features for enhanced gameplay, inaccordance with the disclosed architecture. In this implementation, thedimensions of the court 100 are increased from the existing length ofninety-four feet to one-hundred feet, and the width of the court isincreased from fifty feet to fifty-four feet. In another alternativeimplementation, the dimensions of the court 100 can be increased fromthe existing ninety-four feet to one-hundred feet, and the width of thecourt is increased from fifty feet to fifty-six feet.

The basketball court 100 comprises a substantially rectangular designand a court surface 102. The court 100 is defined as having two longsides (coincidental and parallel to the length L) and two short sides(coincidental and parallel to the width W): a long side 112 (alsoreferred to sideline 112), another long side 114 (also referred tosideline 114), a short side 122 (also referred to baseline 122), andanother short side 124 (also referred to baseline 124).

The court surface 102 has marked thereon a boundary line 104 withinwhich the gameplay occurs (is restricted), and various othermarkings/visual artifacts/visual cues that facilitate shooting, scoring,and officiating gameplay. For example, a center court line 110 (alsoreferred to as the mid-court line 110) is a line marking that extendsacross the width of the court 100 from sideline 112 to sideline 114, anddivides the court 100 (and court surface 102) into two identical playareas: Court Area A (labeled 108A) and Court Area B (labeled 108B).Other markings (visual cues or artifacts) on the court surface 102 thatfacilitate gameplay and are commonly used, include but are not limitedto, a center-court jump circle 109, the free throw section (not shownhere), and so on, some of which are depicted in later figures.

Although describing in detail only Court Area A of the court 100, it isto be understood that Court Area B is mirrored in every detail relativeto the center court line 110 that extends the width of the court 100, soas to provide two identically sized (dimensioned), marked, and equipped(e.g., hoop, backboard, etc.) areas for gameplay.

The description now focuses on the “Court Area A” (also referenced ascourt area 108A) end of the court 100, with like-designated numberingreferring to corresponding items/areas that are mirrored on the “CourtArea B” end of the court 100 (e.g., where 108A indicates an item/area inthe Court Area A, 108B indicates the duplicate item/area in Court AreaB, while the description of 108 refers to both 108A and 108B).

The court surface 102 can also include visual cues or artifacts 106 andthat facilitate the gameplay. The visual artifacts 106A (e.g., lines,sideline/baseline hash marks, shot lines, mid-court line, etc., threeinstances of which are labeled in FIG. 1) provided on the court surface102 in court area 108A enable structured gameplay according towell-defined rules. For example, such artifacts 106 can include lines,circles, arcs, hash marks, lettering, polygons of any shape and size,etc., and virtually any type and kind of mark/object thatfacilities/enables gameplay.

The court surface 102 further comprises well-demarcated scoring areas onthe court 100. For example, the court area 108A is an area bounded bythe boundary line 104 (on three sides) and the center court line 110 ofthe court 100.

A goal 116A (also referred to as “the hoop”) can be positioned (e.g.,suspended) above each court area 108, such as court area 108A. The goal116A can be a basketball hoop of dimensions that conform to currentbasketball regulations. For example, the current hoop diameter ingameplay is eighteen inches; however, the hoop diameter can be changedin any desired way to enhance gameplay in accordance with the disclosedimplementations. In one example, the hoop diameter can be increased tonineteen inches, and even twenty inches or more to further increase thelikelihood of scoring from the long and higher-point shots describedherein, such as four-point and five-point shots.

The court areas 108 can include several scoring locations such as threepoint and four point scoring areas. A four point scoring location 118Ais provided as part of the court area 108A near the mid-court line 110and is demarcated by a four-point shot (scoring) line 140A. In this oneexample, the four-point shot line 140A includes an arcuate section 142A,and straight line sections 144A, one each straight line section 144Aconnected at each end of the arcuate section 142A. The straight linesections 144A intersect corresponding sidelines (112 and 114) of thecourt 100. In this case, the straight line sections 144A areperpendicular to the sidelines (112 and 114), parallel to the baseline124, and equidistant from the center court line 110.

In one example, the distance from the mid-court line 110 to point D oneither sideline (112 or 114) ranges from approximately fourteen feet sixinches to fourteen feet nine inches. In one example, the straight linesections 144A can approximate thirty-six inches in length in thefifty-four foot wide court, and can approximate forty-eight inches inlength in the fifty-six foot wide court.

The design of this particular four-point shot line 140A is not to beconstrued as limiting, since the straight line sections 144A need not beperpendicular to the respective sidelines (112 and 114), but should bethe same distance from the center court line 110 (i.e., intersect therespective sideline at the same distance from the center court line110).

It is to be understood that the court areas 108 (A and B) of the court100 can also include three-point scoring locations 126 (e.g.,three-point scoring location 126A, using italicization only to moreclearly distinguish the various areas and locations in the Figures).

In this implementation, the three-point scoring location 126A in CourtArea A is an area bounded by a three-point arc 128A (also referred to asa “three-point line” and “three-point shot line”), the boundary line 104(e.g., part of long side 112, part of the short side 124, and part ofthe long side 114), the line segments (152A and 154A), and thefour-point scoring line 140A. Thus, any goal made from within thethree-point scoring location 126A (and without an infraction) will bescored as three points.

In this example implementation, the three-point arc 128A comprises asemi-circular arc, the center point of which is vertically aligned(coaxially) with the (hoop) center 130A of the goal 116A. In both thefifty-four feet and fifty-six feet wide court implementations, theadditional four feet and six feet in court width enables the distancefrom (any point of) the three-point arc 128A to the center 130A of thebasket 116A to be increased from twenty-three feet nine inches totwenty-four feet. This additional increase in the width enables thethree-point arc 128A to become a true and complete (one-hundred eightydegree) semi-circular arc.

The three-point arc 128A can be extended partially but short of thebaseline 124, or entirely to the baseline 124. The partial or entireextension can be by way of straight line segments. Consider that thethree-point arc 128A has two ends: a first arc end and a second arc end.At the first arc end of the semi-circular arc 128A, near the sideline112, a straight line segment 152A (e.g., two-inch wide visual artifact)parallel to the baseline 124 can be applied to extend from the first arcend to the sideline 112. Similarly, at the second arc end of thethree-point arc 128A, nearest the sideline 114, another straight linesegment 154A (e.g., two-inch wide visual artifact) parallel to thebaseline 124 can be applied to extend from the second arc end to thesideline 114.

Alternatively, or in combination with the line segments (152A and 154A),at the first arc end of the three-point arc 128A (the first arc end nearthe sideline 112), a straight line segment 156A (e.g., two-inch widevisual artifact parallel to the sideline 112) can be applied to extendfrom the first arc end to the baseline 124. Note that the line segments(152A and 154A) need not be designed into the court 100 at all.Similarly, at the second arc end of the three-point arc 128A (the secondarc end nearest the sideline 114), another straight line segment 158A(e.g., two-inch wide visual artifact parallel to the long side 114) canbe applied to extend from the second arc end to the baseline 124. These(full length) straight line segments (156A and 158A) extendapproximately seventy-five inches in length from the respective arc endsto the baseline 124.

Alternatively, these straight line segments (156A and 158A) can bedesigned as partial length segments (as depicted) such that the baseline124 is not intersected. Thus, the partial length segments (156A and158A) are simply of sufficient length to assist in defining twoadditional four point shot locations (160A and 162A) from where shotscan be taken from the side of or behind the basket (goal) 116A (where“behind” means on the baseline side of the vertical plane of thebackboard 150A).

With respect to line segment 152A, it can be the case where one edge ofthe two-inch wide straight line segment 152A can be made to be even withthe center 130A of the basket 116A (i.e., the edge aligned coincident onthe imaginary line 164A through the center 130A of the hoop (goal116A)), and thus, the width of the line segment 152A extends two inchestoward the back baseline 124. In other words, in one instance, thebottom edge (toward the baseline 124) of the two-inch wide straight linesegment 152A can be aligned to the imaginary line 164A. In anotherimplementation, the top edge (toward the mid-court line 110) of thetwo-inch wide straight line segment 152A can be aligned to the imaginaryline 164A. This discussion applies to straight line segment 154A, and tothe four-point shot boxes (806B and 808B) in FIG. 8.

It is to be understood that where colorization is described herein, theutilization of a color (e.g., red), for the shot locations (160A and162A) and shot boxes (806B and 808B) can obviate the need for differentcolorization (e.g., black) of the straight line segments (152A and154A). In other words, the four sides and interior of shot location 160A(and 162A) can be a single solid color.

Shown is a hatched area 180A, which for purposes of FIG. 1 and thisdescription, visually indicates the area under and behind the backboard150A from which any shot attempted can be deemed an illegal shot. Anillegal shot would be made by attempting to shoot over the top (any topedge) of the backboard 150A to the goal or to make a pass over thebackboard 150A, which is illegal in most, if not all, basketball play.Thus, the dimensions of the hatched area 180A can be determined by shotanalysis of the players during testing or even organized gameplay (e.g.,“any shot from this particular point cannot be made without beingillegal”, etc.), or simply by the area bounded by a line parallel to thecourt surface 102 and the vertical plane of the back of the backboard150A, the baseline 124, and part of the two sidelines (112 and 114).

The type and kind of visual artifact(s) employed on the court surface102 can be any suitable design, or no visual artifact(s) at all. (Ascurrently indicated in the game rules, the front, sides, top, and bottomof the backboard 150A are all in-play (in bounds), while the back of thebackboard 150A is out-of-bounds and any pass over the backboard 150Afrom front-to-back or back-to-front is a violation).

The hatched area 180A need not be physically shown on the court surface102; however, this can be an optional visual cue for the players,viewers, and officials, and for the particular design and courtimplementation to keep flow of the game moving along, since the players(and officials and viewers) can readily see the areas that would causegame stoppage due to line violations and/or shooting violations (e.g.,while attempting to score).

Moreover, while the hatched area 180A is depicted as extending the fullwidth of the court 100, this is not a requirement. It can be the casethat the hatched area 180A is only employed as a visual cue in/proximateto the four-point scoring locations (160A and 162A), or not at all.Thus, the hatched areas depicted as “under” (toward the baseline 124)the respective four-point scoring locations (160A and 162A) can bevisually indicated on the court surface 102 so that the players,officials, and fans can more readily see if the shooting player hascommitted a line infraction, for example, that invalidates a goalattempted or made therefrom.

In yet another depiction of the use of the hatched area 180A (or othervisual indication such as a solid color painted, or applied in someother suitable manner, on the court surface 102, for example) in aphysical implementation on the court surface 102 and four-point scoringlocations (160A and 162A), and for purposes of this description only indescribing possible alternative implementations, FIG. 1 is shown withtwo different variations of the hatched area 180A or lack thereof behindthe backboard 150A: a left side implementation with four-point scoringlocation 160A, and a right side implementation with four-point scoringlocation 162A.

In the left side implementation, the viewable version of the hatchedarea 180A is visually marked on the court surface 102 across the entirecourt width behind the backboard 150A. Additionally, the four-pointscoring location 160A is visually bounded on all sides by lines (e.g.,two inches wide) that can be clearly and quickly viewed by the player,officials, and viewers, and that show the demarcated limits of taking ashot from the scoring location 160A without a violation.

In the right side implementation, the area behind the backboard 150A andthe entire court width is not visually marked on the court surface 102.Additionally, the four-point scoring location 162A is visually boundedon all sides by lines (e.g., two inches wide) that can be clearly andquickly viewed by the player, officials, and viewers, and that show thedemarcated limits of taking a shot from the scoring location 162Awithout a violation. It is to be appreciated that, in practice, only onealternative would be utilized behind the backboard 150A and inconjunction with the four-point scoring locations (160A and 162A).

It can be the case where the four-point scoring locations (160A and162A) are painted as a solid color on the court surface 102, such asred. Thus, radio and television announcers can announce shooting/scoringfrom or activity in those areas during gameplay as “[Player A] takes ashot from the left red zone”, or “[Player B] takes a shot from the rightside red box”, for example. The use of a solid color on the court, forexample, provides a way to readily identify to viewers and listeners thelikely activity associated with play there. For example, a radiolistener (even the visually impaired) would quickly know that activityin a “red zone” is where four-point shots are typically attempted,without needing to see the game on television or a video. It can also bethe case that the left side of the court uses a “red box”, and the rightside of the court uses a “yellow box”, the left side of the court uses a“yellow box” and the right side, the “red box”, or any combination ofsolid color boxes, multi-color boxes, color and lines, etc.

In this way, the color quickly conveys to the listener (announcer: “Theshot is being made from the red box!”, etc.) from which side of thebasket the four-point shot is being attempted. Whatever the choice forcolors and/or patterns on the floor, these should be those that enablethe player to quickly understand their location on the floor relative tolines of infraction, shot scoring, and so on.

In other words, a specific color can be implemented for a particularshot location (or “zone”), for example, blue for the mid-courtfour-point scoring location(s). In this example at the mid-court line,the four-point scoring location at mid-court for the opposing team canbe the same color blue, which then may require a more contrastingcolor/pattern for the mid-court line rather than the traditional black.For example, the mid-court line could be white to provide more contrastand easy perception by officials, viewers, and the players, such as forover-and-back mid-court line violations.

The introduction of colors offers many other advantages, such as for newrevenue streams. For example, colors/patterns/writings can be selectedand applied to the court based on team colors, advertising/sponsors,colors that stimulate viewers in predetermined ways, such as to eat,etc. Moreover, using a specific color(s)/pattern(s) in all corner orbaseline four-point scoring locations and a different color for themid-court scoring locations provides a mechanism to assist players,fans, and officials to readily identify the scoring locations from whichshots are attempted/made, as well as line violations such asout-of-bounds, a three-point shot versus a four-point shot,over-and-back violations, and so on. Additionally, team mascots can beapplied to any one or more of the shooting zones, as well as sponsoremblems, corporate names, trademarks, product/servicenames/identifications/logos, etc.

With respect to advertising and sponsors, for a given game or the entireseason, and advertiser can advertise in one or more of the scoringlocations. Thus, when a shot is being attempted from that zone, the shotcan be announced as “ . . . being attempted from the [vendor name]zone!”. The use of a vendor name in combination with the four-point shotcan be used to readily identify and differentiate to the fans that thegiven shot is being attempted or was made from the mid-court scoringlocation, rather than one of the four-point baseline boxes. Similarly,the announcement that four points were made from the “four-point shotbox” or “four-point shot zone” or “the red zone”, or “the red shot box”,etc., can be used to readily identify and differentiate that the shotwas attempted or made from one of the baseline four-point shotlocations.

Thus, in one court implementation, the four baseline four-point scoringlocations can be the color red (the “red zones” or the “red shotboxes”), and the mid-court scoring locations can be any color, decidedby the teams, sponsors, advertisers, etc. The jump circle(s) can also beimplemented with colorization for advertisers, sponsors, etc.Additionally, the scoring locations and other court locations can belocalized to the geographic locality in which the court is implemented.

The use of specific colors also enable device users to more readilyidentify game activity, and thus, enjoy the game. For example, users ofhandheld devices (e.g., tablets, cell phones, smart phones, etc.) thattypically have smaller displays can now more easily see where shots aretaken relative to the colors on the court, as well as make the viewingexperience more appealing to the user.

The four-point scoring locations (160A and 162A, also referred to as“four-point shot boxes”) can be incorporated by designing one four-pointshot box in each corner of the court 100, and are shown generally inthis implementation, in FIG. 1. Where the court width is fifty-fourfeet, the four-point shot box (on each side at the basket) approximatesthe dimensions of thirty-six inches wide and seventy-three inches long.Where the court width is fifty-six feet, the four-point shot box (oneach/either side at the basket) approximates the dimensions offorty-eight inches wide and seventy-three inches long.

Correspondingly, the line segments 144A and associated arcuate section142A can be adjusted based on the width of the court 100. Thus, thearcuate section 142A may vary according to the lengths of the straightline sections 144A employed for the various widths of the court 100. Byapproximately or precisely matching the lengths of the straight linesections 144A to the lengths of the line segments (152A and 154A), thecurvature of the arcuate section 142A and the three-point arc 128A areclosely matched as well.

It is to be understood, however, that the dimensions mentioned above forthe four-point shot boxes are only one implementation, and can bechanged as desired, for example, to a thirty-six inch square shot box(for the fifty-four foot wide court) or to a forty-eight inch squareshot box or forty-eight inch by thirty-six inch shot box (for thefifty-six foot wide court), for example, or any other size deemedappropriate.

Additional features to either implementation can be to incorporatefour-point scoring zones. Commencing at the center 130A of thebasketball hoop 116A and extending to the bottom edge (toward thebaseline 124) of the center court jump circle 109 (approximatelythirty-seven feet, nine inches), the four-point shot line 140A (e.g.,two inches wide) can be extended at an end to respective sidelines (112and 114). Thus, rather than continuing the arcuate section 142A, whichwould create an awkward and unplayable area behind the four-point shotline 140A and near the sidelines (112 and 114), the straight linesection 144A at each end of the arcuate section 142A (and perpendicularto the corresponding sideline) enables usable shot areas near thesidelines (112 and 114).

Thus, in one implementation of the fifty-four foot wide court, both arcends of the three-point arc 128A terminate when the outside edge (theline edge away from the back baseline 124) of the three-point arc lineextends approximately thirty-six inches from the inside edge of thetwo-inch wide line of the back baseline.

With respect to the baseline 124, in this new court implementation, thedistance from the (inside edge of the) baseline 124 to the front of thebackboard 150A is increased from forty-eight inches to sixty inches.Given that it is fifteen inches from the front face of the backboard150A to the center 130A of the hoop 116A, this increases the distancefrom the baseline 124 to the center 130A of the goal 116A fromapproximately sixty-three inches to a new distance of approximatelyseventy-five inches, or any distance as desired.

In one implementation of the fifty-six foot wide court, both arc ends ofthe three-point arc 128A terminate when the outside edge (the line edgeaway from the back baseline 124) of the three-point arc 128A extendsapproximately forty-eight inches from the inside edge of the two-inchwide line of the back baseline 124. At this point, a straight linesegment (152A and 154A, e.g., two inches wide) can be provided as avisual cues perpendicular to each sideline from the arc end.

In one implementation, any shot attempted and made in goal 116A withoutthe shooter touching the edge of the four-point scoring line 140A (thatis away from the goal 116A) is a four-point goal. This means that theplayer can attempt a four-point shot to the goal 116A from anywherewithin the court area 108B, as well. Thus, the four-point scoringlocation (e.g., location 118A) of a given court area 108 (e.g., courtarea 108A) extends from the four-point scoring line 140A (of the givencourt area) to the back baseline 122 of Court Area B. In other words,the four-point scoring area of the offensive team (e.g., Court Area B)can be expanded to extend from the back baseline 122 of the offensiveteam to the four-point scoring line 140A in the Court Area A of thedefensive team.

In an alternative, but more restrictive, implementation, the four-pointscoring line (e.g., scoring line 140A) for each court area (e.g., courtarea 108A), is no more than two feet from the center court line 110.

In an even more restrictive implementation, the court area 108Acomprises at least one four-point scoring location 118A proximate thecenter court line 110. The four-point scoring location 118A is an areabounded by the center court line 110, the four-point scoring line 140Aparallel to the center court line 110 (and extending across the width ofthe court 100), and the boundary line 104 (the boundary line 104 isrectangular and includes the two long sides (112 and 114) and two shortsides (122 and 124)).

Thus, in this strict implementation where, for example, the four-pointscoring line 140A is two inches wide, attempting a four-point goal fromwithin the four-point scoring location 118A, but stepping on any part ofeither the center court line 110, the four-point scoring line 140A, orthe boundary line 104 (on either sideline), can result in a lineinfraction and/or game stoppage. It is to be understood, however, thatif the shot is successfully made in goal 116A, but while the shooter wasstepping on the four-point scoring line 140A, it scores as three points,since the shooter was “outside” the four-point scoring location 118A,but now in the three-point scoring area 126A.

As shown in other figures, the court areas 108 (e.g., court area 108Aand court area 108B) can further comprise one or more other four-pointscoring locations, which are located near the baseline (short side 124).For example, Court Area A comprises the four-point scoring location 118Ademarcated at least by four-point scoring (shot) line 140A. Similarly,for example, Court Area B includes a four-point scoring location, whichis demarcated at least by four-point scoring (shot) line 118B.

FIG. 2 illustrates an alternative implementation of a basketball court200. The basketball court 200 utilizes and includes some of the featuresas described for court 100, with exception to the design of thefour-point scoring line 140A (of FIG. 1) now depicted differently as acompletely arcuate four-point scoring line 208A, the shape and extent ofthe three-point arc (now designated 228A), and the baseline four-pointshot boxes (202A and 204A). The baseline four-point shooting locations(202A and 204A) are located under and off to the side of the goal 116Aand outside the three-point arc 228A.

As shown, the three-point arc 228A is a major arc the ends of whichterminate on the baseline 124. Thus, the baseline four-point shot boxes(202A and 204A) are shaped differently than the baseline four-point shotboxes (160A and 162A) of FIG. 1.

The first four-point scoring location 202A is bounded by the three-pointarc 228A, the sideline 112, a line segment 220A, and the baseline 124(of Court Area A). Similarly, the second four-point scoring location204A is bounded by the three-point arc 228A, the sideline 114, a linesegment 222A, and the short side (baseline) 124.

The visible line segments (220A and 222A) are part of (coincidentallyaligned to) an imaginary line 206A (similar to imaginary line 164A) thatextends the width of the court 200 and is parallel to the baseline 124.The description herein with respect to the “imaginary” line 206A issimply a way to describe and depict the relationship(s) of the goal 116A(e.g., center 130A of) and various visual cues on the court surface 102.Thus, a two-inch wide line as a visual cue on the court surface 102 andlocated under or near the goal 116A can be designed to be centered onthe imaginary line 206A, or the visual cue can be edge-aligned to theimaginary line 206A on either of the two edges of the visual cue.

It can be the case that one implementation of the court 200 utilizes avisual cue the entire width of the court 200 in parallel or coincidentalalignment to/with the imaginary line 206A and the goal 116A. This issimply according to the particular design for the given application ofthe court 200.

Consider that a vertical axis (not shown), perpendicular to the courtsurface 102, extends upward through the hoop center point 130A (which isalso the center the overhead goal 116A). The vertical axis alsointersects the court surface 102 at a point on the imaginary line 206Adirectly under the hoop center point 130A. Thus, the location of theimaginary line 206A can be determined by the vertical axis through thehoop center point 130A.

Alternatively, the imaginary line 206A can be positioned farther awayfrom the baseline 124 (and no longer on the vertical axis through thehoop center point 130A) to enlarge the four-point scoring locations(202A and 204A).

As previously indicated, this alternative embodiment changes thefour-point scoring line 140A (a combination of arcuate and straight linesegments) into the entirely arcuate line 208A. In this example, thefour-point scoring location 118A (of FIG. 1) then becomes center-courtfour-point scoring location 210A, which generally resembles arectangular shape (three-sided), but with a concave fourth side (shapedby the line 208A) facing the goal 116A. This enables the shooter moreroom to setup and move for a four-point shot to the goal 116A, andespecially more room to setup and move near the sidelines (long side 112and long side 114).

It is to be understood that the four-point scoring locations (202Aand/or 204A), the alternative center-court four-point scoring location210A, and the four-point scoring location 118A of FIG. 1, can beimplemented in any combination. Thus, one court implementation utilizesonly the four-point scoring location 118A of FIG. 1, a second courtimplementation utilizes the four-point scoring location 118A of FIG. 1and the alternative four-point scoring locations (202A and/or 204A), athird court implementation utilizes the center-court four-point scoringlocation 210A and the alternative four-point scoring locations (202Aand/or 204A), and so on. This can include the utilization of someexisting basketball court features to facilitate gameplay, such as thecenter-court jump zone, or no existing court features at all.

It is further to be understood that the court 100 of FIG. 1 and court200 of FIG. 2, as both described in detail herein, can optionallyinclude other features typically associated with an existing basketballcourt, such as a free-throw section (generally represented by the box212A) and the jump-ball circle 109. Thus, the free-throw section issubstantially rectangular and is entirely encompassed within thethree-point arc 228A.

In another implementation, the four-point scoring line 208A is an arc(and not a straight line), having endpoints that intersect correspondinglong sides (long side 112 and long side 114) of the boundary line 104.The four-point scoring line 208A can be designed to touch the outer edgeof the jump-ball circle 109 in the center of the court 200. Thus, wherethe jump-ball circle 109 has a diameter of twelve feet, a point on thefour-point scoring line 208A that is the closest point to the centercourt line 110 is approximately six feet from the center court line 110.This metric can be applied to the four-point scoring line 140A of FIG.1, as well.

Put another way, a basketball court 100 is described on which basketballgameplay is performed, the court 100 comprising: a rectangular courtsurface 102, which includes a boundary line 104 that circumscribes thecourt surface 102 and within which the gameplay occurs, and visualartifacts 106 as part of the court surface 102 that facilitate thegameplay. The court surface 102 comprises scoring areas which include afirst scoring area (e.g., the court area 108A for a first team) and asecond scoring area (e.g., the court area 108B for a second or opposingteam).

At least one four-point scoring location is provided in each scoringarea (e.g., a four-point scoring location 118A in court area 108A, andanother four-point scoring location in court area 108B). The four-pointscoring location of each court area is bounded in part by a four-pointscoring line. For example, the four-point scoring location 118A isbounded on one side by the four-point scoring line 140A, and thefour-point scoring location on Court Area B is bounded on one side bythe four-point scoring line 140B (not shown).

Additionally, a three-point scoring location can be provided in eachscoring area. For example, the three-point scoring location 126A isprovided in court area 108A, and the three-point scoring location 126Bis provided in court area 108B. The three-point scoring location (126Aor 126B) in each scoring area (court 108A or court 108B) can be boundedby the associated four-point scoring line, the boundary line, and acircular arc the center of which is vertically aligned with a center ofan overhead goal.

More specifically for court area 108A, for example, the three-pointscoring location 126A in court area 108A can be bounded by thefour-point scoring line 140A, the boundary line (includes part of thelong side 112, part of the short side 124, and part of long side 114),and the circular arc 128A. Similarly, the three-point scoring location126B in court area 108B can be bounded by the four-point scoring line121B (not shown), the boundary line (includes part of the long side 112,part of the short side 122, and part of long side 114), and the circulararc (not shown, but implied in the Mirrored End for Scoring Area B).

The four-point scoring line of each scoring area is non-intersecting tothe circular arc. In other words, the four-point scoring line 140A incourt area 108A (of FIG. 1) does not intersect the three-point arc 128A.Similarly, the four-point scoring line 208A (of FIG. 2) does notintersect the three-point arc 228A. This implies that the four-pointscoring line 140A can be moved any desired distance from the centercourt line 110 (in the scoring area 108A) to the three-point (circular)arc 128A.

In one example, the four-point scoring line for each scoring area is nomore than four feet from the center court line 110 of the court 100. Inother words, the four-point scoring line 140A in court area 108A is nomore than four feet from the center court line 110 of the court 100. Inyet another example, as described herein, the four-point scoring line140A in court area 108A is no more than two feet from the center courtline 110 of the court 100. Similarly, the four-point scoring line 208Ain court area 108A is no more than four feet from the center court line110 of the court 100. In yet another example, as described herein, thefour-point scoring line 208A in court area 108A is no more than two feetfrom the center court line 110 of the court 100.

As previously indicated, the circular arc (three-point arc 128A) canencompass a free-throw location, as currently implemented in existingbasketball play. Should this feature be carried over from existingbasketball courts (and rules), the free-throw location will fit insidethe three-point arc 128A.

In this example, the circular arc (three-point arc 128A) is a major archaving an arc center (or center point 130A) vertically aligned to thecenter of the goal 116A. Moreover, in one implementation, the courtsurface 102 has a length that does not exceed one-hundred feet and awidth that does not exceed fifty-four feet. In another implementation,the court surface 102 has a length that does not exceed one-hundred feetand a width that does not exceed fifty-six feet.

FIG. 3 illustrates an alternative implementation of a basketball court300 showing corresponding dimensions and features for enhanced gameplay,in accordance with the disclosed architecture. The court 300 comprisesone or more of the features described in FIG. 1. However, in thisimplementation, the mid-court four-point shot location 318A employs afour-point shot line 320A that is a straight line across the entirewidth of the court 300, and parallel to both of the baselines (e.g.,baseline 124).

The distance of the shot line 320A from the mid-court line 110 can bebased on the dimensions of the jump ball circle 109. For example, theshot line 320A can be three feet or six feet from the mid-court line110.

In keeping with increased points scoring areas, it is withincontemplation of the disclosed architecture that one or more five-pointscoring locations can also be implemented. For example, in oneimplementation, the mid court jump-circle 109 offers a location fromwhich a five-point shot can be scored. More particularly, in oneimplementation, the offensive team player “bringing the ball down thecourt” can score five points by making the goal from the semi-circleportion of the jump circle 109 located in its own court area, but not inthe defensive team's court area. In other words, the shooting playermust shoot from inside the jump-circle 109, but not come across themid-court line 110 into the defensive team's court area, to make thefive-point shot. Should the shot be made on or across the mid-court line110, the shot would, at best, be a four-point shot.

It can be the case that the jump-circle 109 is also designated by colorand/or other markings that clearly indicate to the players, officials,and viewing audience the point from which the player attempts thefive-point shot. Moreover, the two semi-circles of the jump-circle 109can be colored or marked differently (although this is not arequirement) to clearly indicate the team affiliation for the givenfive-point semi-circle shot location. For example, the color and/ormarkings of the five-point semi-circle for the offensive (e.g., the“home”) team can be yellow, or a team color, while the color and/ormarkings of the five-point semi-circle for the defensive (e.g., the“visiting”) team can be blue, or a team color.

FIG. 4 illustrates an implementation of a basketball court 400 showingdimensions for enhanced gameplay. Some specific changes and componentsof the updated court include increasing the outward dimensions of length(L) and width (W). For example, existing court dimensions of ninety fourfeet (L) and fifty feet (W) can be increased to one hundred feet (L) andfifty-four feet (W) in the updated basketball court 400.

The increased dimensions can be used to extend not only the length ofthe baseline (e.g., same as short side 124), but also the distance{circle around (1)} between the back baseline 124 and the center point130A of the basketball goal 116A. The distance {circle around (1)} canbe increased up to seventy-six inches, for example, in court 400.Further improvements include increasing the distance {circle around (2)}between the center point 130A of the basketball goal 116A to thethree-point arc 128A (or “three-point line”) to twenty-four feet. Attwenty-four feet, the player has more room to attempt a three-point goalwithout stepping on the sideline 112 or the baseline 124.

The distance {circle around (4)} from either sideline (e.g., long side112 or long side 114) to the respective apex of the three-point arc 128A(also, for three-point arc 228A) at a point C on the sideline asmeasured from the center point of the goal 116A and on the imaginaryline 164A, is three feet (in the implementation of the fifty-four footwide court), which is the same distance in an existing professionalcourt.

However, in this new court implementation, the three-point shot from anypoint on the three-point arc 128A is now a true twenty-four foot shot(at a minimum), rather than the lesser distance of twenty three feetnine inches currently in use in professional basketball courts. In otherwords, when incorporating the “baseline four-point scoring areas” (e.g.,the four-point scoring areas 160A and 162A abutting the back baseline124), the distance {circle around (4)} can be three feet when measuringfrom the sideline directly to a point 302 on the three-point arc 128A,which is nearest the corresponding sideline (e.g., long side 112, longside 114).

The distance {circle around (3)} from the three-point arc 128A (“top ofthe arc”) to the mid-court, cross-court, four-point line 140Aapproximates seventeen feet eight inches. Thus, the four-point shot willnot legally begin closer than forty-one feet eight inches from thecenter point 130A of the basketball goal 116A.

It is to be appreciated that, alternatively, the distance {circle around(1)} can be increased resulting in a corresponding increase in the sizeof the baseline four-point scoring areas. In other words, it is not arequirement that the distance {circle around (1)} result in the center130A of the goal 116A being directly overhead of the imaginary line164A.

The cross-court four-point scoring line 140A can be a distance {circlearound (5)} of two feet, for example, from the mid-court line 110, whichcan indicate the beginning of a four-point shot line for the scoringarea 118A. As alternatively indicated, the distance {circle around (5)}can be increased to the radius of the jump-ball circle 109 (shown inFIG. 2), which can approximate six feet from the mid-court line 110.

The basketball court alternative implementations described herein can beemployed in overall court dimensions, three-point scoring locations, andfour-point scoring locations.

It is to be appreciated that the larger court and the additional scoringopportunities provided can be readily adapted into a video game and/oras a physical board game using dice, cards, or other suitable gamecomponents and accessories. Moreover, the disclosed four-pointimplementations can be utilized during games as half-time entertainmentfor fans to be selected to attempt four-point shots from variouslocations on the court. Note also that the hash marks currently employedon basketball courts can be adjusted accordingly when utilizing thedisclosed four-point-shot courts.

As described in detail herein, the optional use of a penalty area andother features disclosed herein find adaptation to a computer game aswell. For example, the penalty area in the video game can be drawn as a“cage” in reference to basketball that was played long ago. In theseearlier times, loose in-bound passes by players resulted in playerskirmishes for the ball as well as by fans who charged in from thesideline to get involved. To prevent this, the court was fenced-in (or“caged”) to prevent this type of fan “participation”.

The implementation of the disclosed architecture as video and computergames also facilitates the utilization of the latest technology such asaugmented reality (AR) technology. AR technology enables the user/playerto have a view of the physical world (e.g., the court) while alsoviewing computer-generated real world sensory inputs such as sound,geolocation data (e.g., GPS-Global Positioning System), video, images,graphics, and/or kinesthetic inputs (e.g., force, vibration, motion,etc.) related to touch, as well as non-contact interactions such ashand-motions, eye motions, and other detectable body motions. Thus, thecomputer game player can don AR equipment such as helmet (e.g.,head-mounted display)/glasses that enables the surrounding real world tobecome interactive. AR technology can be further enhanced using computervision, speech recognition, and object recognition, for example.

Put another way, a basketball court is described on which basketballgameplay is performed. The court can comprise a rectangular courtsurface which includes a boundary line that circumscribes court areaswithin which the gameplay occurs, the court areas include a first courtarea and an opposing court area, the court surface includes visualartifacts that facilitate the gameplay; and, at least one four-pointscoring location in each of the court areas from which a shot can bemade to a goal.

The four-point scoring location of the first court area is bounded by, afour-point scoring line in the first court area that extends across thecourt proximate a center court line, and a baseline of the opposingcourt area. In a four-point scoring line implementation, every point ofthe four-point scoring line in the first court area is at least two feetfrom every point on the center court line. The four-point scoring linein the first court area can be a straight line that extends across thecourt and parallel to the center court line. The first court area caninclude a three-point scoring location, the three-point scoring locationbounded by a three-point arc, the boundary line, and the four-pointscoring line. The three-point arc comprises a semi-circle the center ofwhich is vertically aligned with a center of the goal. The three-pointarc is a semi-circular arc having a first end and a second end, thefirst and second ends each connect to a straight-line segment thatextends to the baseline, the straight-line segments parallel to asideline.

In another implementation, the four-point scoring line in the firstcourt area includes an arcuate section having a radius of curvatureequal to or greater than a radius of curvature of the three-point arc.The four-point scoring line in the first court area includes the arcuatesection, and a straight line section connected at each end of thearcuate section, the straight line sections intersecting correspondingsidelines of the court. The first court area further comprises a secondfour-point scoring location, the second four-point scoring locationadjacent to a baseline of the first court area.

In another implementation, a basketball court is described on whichbasketball gameplay is performed, the court comprising: a rectangularcourt surface which includes a boundary line that circumscribes courtareas within which the gameplay occurs, the court areas include a firstcourt area and an opposing court area, the court surface includes visualartifacts that facilitate the gameplay; at least one four-point scoringlocation in each of the court areas from which a shot can be made to agoal, the four-point scoring location of each court area bounded in partby a corresponding four-point scoring line, the four-point scoring linein the first court area is at least two feet from every point on acenter court line; and, a three-point scoring location in each of thecourt areas, the three-point scoring location bounded by, in part, thefour-point scoring line, the boundary line, and a three-point line.

The first court area and the opposing court area define the rectangularcourt surface, which rectangular court surface exceeds a width of fiftyfeet and exceeds a length of ninety-four feet. The first court areaincludes a three-point arc that serves as a three-point shot line, thethree-point arc is a semi-circular arc having a first end and a secondend, the first and second ends each connect to a straight-line segmentthat extends to a back-court baseline, the straight-line segmentsparallel to a sideline.

The four-point scoring line in the first court area includes an arcuatesection having a radius of curvature equal to or greater than a radiusof curvature of the three-point line. The first court area comprises atleast three four-point scoring locations: a first four-point scoringlocation proximate the center court line, a second four-point scoringlocation on one side of the goal and bounded on one side by a back-courtbaseline, and a third four-point scoring location on an opposite side ofthe goal relative to the second four-point scoring location and boundedon one side by the back-court baseline. The four-point scoring line ofthe first court is non-intersecting to the three-point line.

Following is a description of modified goal systems that can be employedto enhance gameplay in accordance with the disclosed architecture. Themodified goal systems address optional changes not only in the backboarddesign, but also changes to the bracket system employed as part of orindependent to the basketball hoop.

It is to be understood that an objective of the disclosed courtarchitecture and goal systems is not to drastically change the currentaspects of the basketball game, but to enhance traditional elements thatneed to evolve, or have evolved and already exist.

FIG. 5 illustrates an implementation of a substantially rectangularbasketball goal system 500 showing modifications that can be employed inthe enhanced basketball court. The system 500 includes a modifiedbackboard 502 and the goal 504. In this implementation, the modifiedbackboard 502 comprises rounded corners: a first rounded corner 506 anda second rounded corner 508. The purpose of the modified backboard 502is to enable the shooter to more readily see and make the four-pointshot from the corner four point shot locations (also referred to as thebaseline four-point shot locations). Thus, in baseline shots, the sharpupper corners of the existing backboard make the corner baseline shotmore difficult, the corner baseline shot being made from an angle thatpositions the shooter behind (the side opposite on which the goal(“hoop”) is mounted) the vertical plane of the backboard. In oneimplementation, the distance from the front of the backboard to thecenter of the hoop approximates fifteen inches.

Contrariwise, the modified backboard 502 increases player motivation totake the corner baseline four-point shot, since the backboard corners(506 and 508) are now rounded. Thus, the shooting player can make acorner baseline four-point shot that would otherwise possibly contactthe sharp corners of the existing backboards and make the shot much moredifficult and less motivated to attempt.

The structure of the corners (506 and 508) at least with respect todegree and type of roundness can be designed and tested for optimalimplementation. For example, the structure can be tested using computersimulations and analysis from shot data obtained over years of playershots attempted off the backboard. An alternative method can be toproduct test backboard designs in actual gameplay and track basketballcontact with the various parts of the test backboard and from variousshot locations on the court surface 102. From this testing, specificpoints on the backboard 502 can be determine to be impacted a greaternumber of times than other points, thereby providing actual data as tothe design of the backboard 602.

For example, if it is computed that ninety-percent of the shots do notimpact what would otherwise be the “sharp” corners of theentirely-rectangular backboard, some of which are currently in use, thenthe corners can be modified to the corners (506 and 508) shown here.Still further, if it can be shown that the shot impact data of thebackboard 502 are even more tightly packed (clustered) near the basket,it can be possible to modify the backboard 502 into the fan-shapedbackboard design of FIG. 6. Thus, computer analysis and physical testingand data collection can be employed to design the backboard, not onlyfor conventional gameplay, but for the three-point and four-point shotimplementations described herein.

The type of roundness can be based on the type of triangle used whendesigning the rounded corner: right triangle and/or isosceles triangle.Here, a right triangle design is employed where the long side of theright triangle is the vertical segment and the short side is thehorizontal segment along the top. In the isosceles triangle design, thevertical segment and horizontal segment are equal in length. The degreeof roundness can be defined by the overall size of the triangle, whichthen defines the total area consumed by the rounded corner design.

The disclosed basketball court architecture variations described hereinfind use with fan-shaped backboards as well. FIG. 6 illustrates analternative implementation of a fan-shaped basketball goal system 600showing modifications that can be employed in the enhanced basketballcourt. The particular fan-shaped design employed can be selected tofacilitate the “corner” (or baseline) four-point shots without goingover the top of the backboard 602. For example, the fan-shaped backboard602 comprises parallel vertical side portions (a left portion 604A and aright portion 604B) along the height (H)) and the distance between whichdefines the length (L), and parallel horizontal side portions (a topportion 606A and a bottom portion 606B) along the length and thedistance between which define the height.

The bottom portion 606B is a line segment having two ends, each endconnecting to respective straight-line angled segments (608A and 608B).The straight-line angled segment 608A is angled upward to the leftportion 604A at a predetermined number of degrees from the horizontalplane in which bottom portion 606B resides. Similarly, the straight-lineangled segment 608B is angled upward to the right portion 604B at apredetermined number of degrees from the horizontal plane in whichbottom portion 606B resides. In a typical design, the straight-lineangled segments (608A and 608B) are angled upward the same number ofdegrees.

The angle of the straight-line angled segments (608A and 608B) can beadjusted to provide maximum safety to the players, such as for arms,hands, head, etc., when potentially coming into contact with the lowerareas or portions of the backboard 602 such as for lay-up shots or othercontingencies concerning play, such as shot blocking, and so on,underneath or around the goal 504 and backboard 602. In oneimplementation, the angle employed ranges from about five degrees toforty degrees. In another implementation, the angle employed ranges fromabout ten degrees to thirty degrees, and in yet another implementation,the angle ranges from about fifteen degrees to about twenty-fivedegrees.

The straight-line angled segments (608A and 608B) each angle upward fromthe horizontal bottom portion 606B to connect to respective ends of thevertical side portions (604A and 604B). The other ends of the verticalside portions (604A and 604B) connect to arcuate portions (610A and610B) toward the top of the backboard 602. The arcuate portions (610Aand 610B) each connect to respective ends of the horizontal top portion616A to complete the perimeter dimensions of the backboard 602.

Note that although depicted as having “sharp (non-rounded)” corners atthe connection point (or junction) of the straight-line angled segment608A to the left vertical side portion 604A and the connection point ofthe straight-line angled segment 608B to the right vertical side portion604B, as a further safety consideration to activity under the goal 504and hence, the backboard 602, rounded corners (denoted as dashed cornerlines) can be employed. For example, left rounded corner 609A and rightrounded corner 609B can be utilized rather than the “sharp” corners atthe junctions.

It is to be understood that the backboard 602 can include markings (alsocalled indicia) that facilitate scoring from correspondingly selectedpoints on the court surface 102. These are described in FIG. 7.

The backboard 602 can also employ safety materials applied to the someor all of the periphery to mitigate/eliminate player injury. Thematerial can be any type of soft, yet durable material such as foamrubber, or any other materials as are commonly known and used in theindustry.

It can be the case that the bracket 611 for the goal 504 can be affixed(e.g., fastened by nut and bolt) to the backboard 602 in verticalslotted apertures (not shown) so that the goal bracket 611 can be raisedor lowered as desired.

In one implementation, overall dimensions of the backboard 602 retainthe length in the standard backboards currently used in professional(and other levels of) gameplay; however, the height can be reduced tothirty inches, for example, or to any height determined suitable forgameplay. Thus, the length can range from about 60-72 inches and theheight can range from about 30-36 inches. In another implementation, thebackboard dimensions can range from a height of 32-34 inches and alength of about 50-60 inches. In still another backboard implementation,the backboard dimensions can range from a height of about 34-40 inchesand a length of about 50-72 inches.

The fan-shaped backboard 602 may incorporate a top portion in the shapeof a semi-circle, and a bottom portion of a substantially rectangularshape (e.g., a polygon of multiple sides such as six). Thus, attemptingthe four-point shot from the baseline four-point shot boxes is madeeasier by the absence of the upper corners normally found in the purelyrectangular backboard.

In this sense, the distance from the front surface of the backboard 602to the hoop bracket 611 can also be adjusted to more readily facilitatethe successful completion of a shot from the baseline four-point box (orzone). This “adjustment” includes, but is not limited to, making thebracket 611 longer (e.g., one inch, two inches, three inches, etc.) toincrease the distance from the hoop center 130A to the front of thebackboard. In another implementation, the bracket 611 can be springloaded and hinged mechanism as a safety measure to bend downward underthe weight of the player who happens to momentarily hang on the hoop ordunks the ball, and then quickly springs back to the horizontalposition. It is to be appreciated that the bracket 611 can be of anyexisting design or new design that meets the requirements andregulations for basketball gameplay (e.g., in the NBA, etc.).

The adjustable hoop bracket design also improves the flow of the game bymitigating or eliminating “wedges”, where the basketball can get stuckin the space between the hoop and the backboard. By adjusting the hoopbracket an additional one or two inches away from the backboard, thedistance between the hoop rim and the backboard can be sufficient toprevent wedges (which in existing backboard/hoop designs require gamestoppages to retrieve the basketball, take the ball out of bounds,etc.). Thus, the disclosed design maintains the flow of the game andremoves a possible safety concern where players can potentially injurefingers or a hand.

In other words, the hoop 504 can be located adjusted from the front ofthe backboard (e.g., backboard 602), perpendicular to the backboard andin the horizontal plane, incrementally, as desired. Thus, the bracket611 enables up/down adjustments of the hoop 504 as well as forward andbackward adjustment incrementally, such as by inches, or in smallerincrements. When such hoop adjustments are made, the only correspondingcourt surface adjustments that can be the made are associated with thethree-point arc and the baseline four-point shot boxes (160A and 162A).Thus, if the hoop 504 (also hoop 116A is adjusted away from the front ofthe backboard toward the mid-court line 110, the three-point arc can bemoved accordingly to retain the true twenty-four foot distance for thethree-point arc to the center of the hoop 504.

Similarly, the baseline four-point shot boxes (160A and 162) can bemoved or extended in dimensions toward the mid-court line 110 to furtherimprove the ability make four-point goals therefrom.

In this way, successful corner shots (e.g., the baseline four-point shotboxes) may be better enabled by providing greater exposure to the hoopfrom these more difficult shooting locations. These small andinconsequential adjustments to the hoop bracket 611 are not likely tohave a negative impact on other shots such as lay-ups, or close-in jumpshots, for example, or other gameplay activity close to the basket. Thistype of bracket adjustment can be made user-adjustable given thespecific court implementation, whether professional, collegiate, highschool, etc., and as described above, can prevent wedges.

In one example implementation, if the bracket is extended away from thefront of the backboard an additional one inch over the offset currentlyin use, the center of the hoop 504 also moves one inch farther away fromthe front surface of the backboard. The capability to provide adjustablehoop (also referred to as “goal”) distance from the front of thebackboard 602 can be achieved with the bracket 611 that not only enablesvertical adjustment of the hoop 504 via slots in the vertical plane, butalso lateral adjustment of the hoop 504 from the front of the backboard602 in the horizontal plane. In one implementation, lateral adjustmentof the hoop 504 can be achieved in one-inch increments, for example, upto a predetermined distance (or length) as defined by the bracket 611.In one example, the bracket 611 employs machined or punched slots in thehorizontal plane to enable slidable adjustment in the lateral directiontoward or away from the front of the backboard 602.

Adjustments to the hoop bracket offset from the front of the backboardcan have an effect on other areas/locations of the court, when retainingthe disclosed twenty-four foot three-point arc 128A. For example,shifting the hoop center 130A one inch closer to the mid-court line 110by adjusting the bracket one inch, will reduce the area of the threepoint scoring location 126A by an insignificant amount.

Moreover, in one implementation, the baseline four-point scoringlocations (160A and 162A) will now have an additional one inch in thestraight line segments (156A and 158A) from which to attempt thefour-point shot, since the line segments (152A and 154A), aligned to thehoop center 130A, will move one closer to the mid-court line 110 aswell.

The dimensions of the baseline four-point scoring locations (160A and162A) need not change at all, but is an optional aspect for the givencourt design and deployment; however, the alignment the line segments(152A and 154A) to the hoop center 130A can be retained. In this way,offsetting the bracket an additional one inch provides an additional oneinch exposure of the hoop 116A to the shooter from the baselinefour-point scoring shot boxes (160A and 162A). It is to be understoodthat similar changes can occur if increasing the hoop bracket offset totwo inches, or even more. Such bracket adjustments may not affect theoverall dimensions of the hatched area 180A.

In the same sense, the backboard design can be changed as desired forthe given court implementation. For example, the height of the backboardneed not be restricted to three and one-half feet (professional) but toa lesser height (e.g., three feet) to facilitate greater exposure of thehoop to the corner or baseline shooter, without affecting rebounding orother aspects deemed important to gameplay. These notions can also applyto reducing the width of the backboard to the extent such widthreduction does not negatively impact aspects deemed important togameplay.

Similarly, the shape of the backboard can be changed to accommodateshots from the baseline four-point shot boxes, such as the top cornersbeing lowered a few inches (e.g., five, six, etc.) (i.e., the backboardheight at the top corners is less than the backboard height at thecenter).

It can be the case that the specific backboard design ultimately usedcan be selected by the number and location of shots impacting a givenarea of the backboard. For example, if 80% of the shots impact thebackboard in the taped zone on the backboard located above the hoop, itmay be determined that the full rectangular backboard is not needed, andthat a fan-shaped design can be used where the upper corners are removedor reduced, since the number of shots in those areas are rare or perhapslow percentage scoring shots, when attempted.

FIG. 7 illustrates an alternative basketball court system 700 thatincludes a backboard 702 (in expanded view via the dashed lines) havingone or more backboard shot cues (or markings) 704 in accordance with thedisclosed architecture. In this example, three backboard visual shotcues 702 are applied to the front surface and upper part (e.g., upperhalf) of the backboard 700, which indicate to the shooting player whereto shoot the basketball on the backboard 702 to increase the probabilityof the shot caroming off (also commonly referred to as “banking” off thebackboard as a “bank shot”) the front surface of the backboard 702 andinto the goal 504 and thereby scoring the points associated with thatshot.

Correspondingly, there can be similar or different markings on the courtsurface 102 that readily indicate to the player where to take the shotand where to aim the shot on the backboard 702 to possibly make thescore in the goal 504. Here, the visual backboard shot cues 704 aredepicted as triangles that point downward to the goal 504, andcorrespondingly, the court surface 102 includes floor shot cues 706(individually as circles and labeled 706A, 706B, 706C) strategicallylocated and clearly marked so the player knows from where to attempt theshot for the score.

The exact placement (and orientation, if needed) of the backboard shotcues 704 can be engineered based on any type of analysis, such as shotdata from various locations on the court surface 102, success/failure ofsuch shots, and so on. This analysis applies as well to the shape andcoloration of the backboard shot cues, for example.

Thus, the player, taking a shot from floor shot cue 706A should shoot atthe backboard shot cue 704A, taking a shot from floor shot cue 706Bshould shoot at the backboard shot cue 704B, and taking a shot fromfloor shot cue 706C should shoot at the backboard shot cue 704C. It isto be appreciated that a player taking a shot (e.g., a five-point shot)from a floor shot cue 708 (and behind the mid-court line 110, where“behind” means in the offensive or “front” court) can also aim at thecenter backboard shot cue 704C. The player simply needs to account forthe distance and arc of the shot to make the goal.

By employing these floor and backboard shot cues, the player has anincreased probability of making (scoring) the corresponding shot (therelationships indicated by the dot-hashed lines), such as three-point,four-point, and five-point goals from the various shot locations of thecourt 100. Moreover, increasing the distance of the hoop 504 from thefront of the backboard 702 increases the likelihood that the caromingshot off the backboard 702 will be made.

It is also possible to apply floor shot cues (e.g., hash marks or otherindicia) on the inside edges of the sides (112 and 114) or othersuitable locations to further indicate to the players the floor locationfrom which a shot can be made for a greater likelihood of scoring. Forexample, floor shot cues 710 (individually as cues 710A and 710B) can bedesigned and located proximate the straight line sections 144A fromwhich four-point shots can be attempted, since the shot would beattempted behind the four-point shot line 140A.

In one example implementation, the floor shot cue 710A can be a two inchby four inch painted block that is one foot in from the sideline 112proximate the straight line section 144A, with the floor cue lengthparallel to the straight line section 144A. The sideline-edge of thefloor cue 710A can then be one foot from the sideline 112, and the other(interior) edge of the floor cue 710A can be one foot from the interiorend (that connects to the arcuate section 142A) of the straight linesection 144A. The use of the floor shot cues is to quickly indicate tothe player a place from which to attempt the shot (with a higherlikelihood of making the shot) when using the corresponding backboardshot cue.

As illustrated, the floor shot cues 710 are not contacting the straightline sections 144A in order to provide a clear demarcation from thestraight line sections 144A. Thus, it should be readily apparent to theshooting player, viewers, and officials that the shooting player clearlyis or is not standing on the four-point shot line 140A (the straightline sections 144A part of the shot line 140A) when the shot is made.

These additional indicia (or floor markings) can align with the existingbackboard shot cues 704, or with additional backboard shot cues (notshown) that can be applied above, below or in between the backboard shotcues 704.

Similar floor shot cues can be applied to the court surface 102 for thethree-point arc as well. Floor shot cues along for the three-point arc128A can be the same design as the floor shot cues 706 along thefour-point shot line 140A, or different cue designs.

These backboard and floor shot cues enable enhanced scoring in a videogame version designed and developed similar to the disclosed basketballgame architecture, and particularly for handheld device user interfaces.For example, these backboard and floor shot cue features enable the useof pointing devices such as a mouse pointer to align, aim, and shoot thevirtual basketball. The cue design can be any suitable marking such ascircles, bullseyes, etc., as desired, as well as coloring, fill pattern,etc. Similarly, the disclosed basketball game court architecture findsapplication to other game formats such as for board games (e.g., similarto Monopoly™ by the Parker Brothers company), card games, televised gameshows, personal computing device game shows, games played using dice,and so on, where various mechanisms of chance can be employed todetermine point shots, shot locations, scoring, penalties, and so on.

The disclosed basketball court system also finds adaptation to fantasybasketball (an Internet/digital network adaptation of the physical sportthat enables users to participate in the sport while the physical sportis being conducted by selecting players, competing in online leaguesagainst other teams). In the realm of computer games, the use ofautomated penalty calls and shot line calls, for example, can simply beencoded.

The utilization of floor shot cues and backboard shot cues furtherenable the players of any age group as well as the game, in general,room to grow and improve play and shooting abilities.

FIG. 8 illustrates a basketball court 800 implementation that includescourt surface shooting locations and floor shot cues for attempting anincreased number of points, in accordance with the disclosedarchitecture. In this implementation, gameplay enables shooters to scoreone point (free throws), two points, three points, and four points.

This implementation is now described in detail, in terms of theoffensive court (also commonly referred to as the “front court”) and thedefensive court (also commonly referred to as the “back court”). Inimplementation, the court design applies to both teams, where theoffensive and defensive teams reverse direction of play based on ballpossession. In other words, the defensive court “flips” to now becomethe offensive court and the offensive court becomes the defensive court.The court system 800 can also include backboards (not shown in detail,but similar to backboard 702, for example) with backboard shot cues(similar to backboard shot cues 704) that relate to corresponding floorshot cues.

The basketball court 800 can be partitioned into five shooting/scoringareas: scoring Area A, scoring Area B, scoring Area C, scoring Area D,and scoring Area E. Scoring Area A encompasses the typical one-pointfree throw shot, and two-point shot areas, but not the baselinefour-point shot boxes (160A and 162A). Thus, scoring area A comprises anarea on the court surface 102 bounded by the three-point arc 128A,baseline 122, part of the sidelines (112 and 114), and two sides of eachof the baseline four point shot boxes (160A and 162A).

Scoring Area B is the three-point shot area and is bounded betweenscoring Area A and scoring Area C. More specifically, scoring Area B isan area on the court surface 102 bounded by the four-point shot line140A, part of the sidelines (112 and 114), the three-point arc 128A, andone side of each of the four-point shot boxes (160A and 162A).

Scoring Areas C, D, and E comprise the four-point shot area. Morespecifically, scoring Areas C, D, and E comprise an area on the courtsurface 102 bounded by the four-point shot line 140A of the defensivecourt, part of the sidelines (112 and 114), and the baseline 124.

Note that as previously described in FIG. 7, there can be numerous floorshot cues (e.g., hash marks, polygons, or other indicia) applied to thecourt surface 102 on the inside edges of the sides (112 and 114) orother suitable floor locations to further indicate to the players thefloor location from which a shot can be made for a greater likelihood ofscoring in accordance with backboard shot cues (e.g., shot cues 704 ofFIG. 7) on the backboard 702, for example.

For example, floor shot cues 710A and 710B proximate the straight linesections 144A and floor shot cues 706A and 706B can be utilized fromwhich four-point shots can be attempted, since the four-point shot wouldbe attempted behind the four-point shot line 140A. Although not shown,additional floor shot cues can be placed in the offensive court side ofscoring Area C for four-point shot attempts before the mid-court line110 (while in the offensive court), as well.

While the floor shot cues are only shown for the instance where theoffensive team is bringing the ball “up the court” in the direction frombaseline 124 to baseline 122, it is to be understood that floor shotcues would also be provided on the court surface 102 for the instancewhere the opposing team then brings the ball “up the court” in thedirection from the baseline 122 toward the baseline 124.

In other words, in this latter instance, scoring Areas A, B, and C thenbecome the four-point shot area, scoring Area D becomes the three-pointshot area, and scoring Area E becomes the two-point and one-point shotarea. Shot boxes 806B and 808B are then also the four-point baselineshot boxes, in this latter instance.

Thus, there can be floor shot cues similarly designed and applied as forthe floor shot cues 706 applied for the opposing team. Again, thedepicted floor shot cues 706 are only examples of what can be used.Other designs can be employed that use fewer floor cues, or a greaternumber of floor shot cues. Moreover, the floor shot cues can be ofdifferent designs, colors, and/or fill patterns, as desired. Forexample, one set of floor shot cues for the four-point shot cues 706 canbe blue circles, etc.

It is to be appreciated that the different scoring areas can also employcorrespondingly different colors. For example, the scoring Area B can beyellow, the scoring Area C can be blue, the scoring Area D can be red,and so on. It can also be the case that there is color symmetry based onthe mid-court line 110.

Thus, scoring Areas A and E are of the same color (e.g., white) and/orfloor fill pattern (e.g., the standard wood floor look), scoring Areas Band D are of the same color (but different from any other scoring area,e.g., blue) and/or fill pattern (e.g., lined across the width fromsideline 112 to sideline 114), and scoring Area C can be a single color(e.g., green) on both sides of the mid-court line 110. Where scoringArea C is a single color, the mid-court line 110 can then be asufficiently contrasting line up to two inches in width to demarcate theteam courts and for over-and back violations.

It can also be an alternative to make scoring Area C of two differentand sufficiently contrasting colors based on the mid-court line 110. Inthis case, the need for the mid-court line 110 may then be obviated, asit will be clearly delineated by the sufficiently contrasting colors.

The use of differentiating colors in the various scoring Areas (A, B, C,D, E, “red boxes”, “behind the blue line”, etc.) and for various linesalso provides a way to more readily engage viewers and listeners (whichmay be visually impaired) by the announcer calling out colors thatclearly indicate to the listener where the “action” is taking place,such as a shot attempt from the team's yellow zone.

More generally, the intelligent use of colors can make the courtvisually pleasing to the fans and the players. For example, whenconsidering the use of the six-point shot and the five scoring Areas A,B, C, D, and E, Areas A and E can be both green or both white, Areas Band D can both be the natural wood design or both can be white (providedB and D are different than A and E). Specifically, in oneimplementation, Areas A and E both are white, Areas B and D both aregreen, and Area C is purple or blue. The four-point shot boxes (806B and808B) can be red. The floor shot cues 706 can be any color sufficient tobe visually contrasting with an adjacent or underlying color. Theillegal shot area 916 (shown in FIG. 9) behind the backboard can beblack. Thus, it has been shown and described that the court surface 102can be colorized in any specific way and for any desired venue.

An advantage obtained from the use of contrasting colors and/orpatterns, such as red for the baseline four-point scoring location(s) isthat suitably selected contrasting colors can obviate the need of thestandard two-inch wide black line currently used pervasively on thecourt surface 102 to demarcate certain areas. In other words, whenaddressing the currently pervasive use of two-inch wide lines within thecourt perimeter, the two-inch wide line(s) can be reduced to a one-inchwide line, or even eliminated entirely in certain areas such as for atleast one of the four-point scoring zones near the baseline, thefour-point shot line near the mid-court line, or the three-point arc,for example, by the selective use of contrasting colors and/or patternsimprinted on the court surface.

Consider the following example where two teams, the Jets and theMudhens, are playing. Player Jones plays for the Jets, and player Millerplays for the Mudhens. In this example, also consider the scoring Area Bis yellow, scoring Area C is blue, and scoring Area D is yellow.

Using coloration as an informative indicator to the listener (andviewer) during play-by-play announcements, the announcer can announcethat “Jones is taking a shot from the yellow zone!”, which would clearlyindicate to the listener (who is aware of the floor color scheme) that athree-point shot is being attempted by the Jets. Similarly, theannouncer can announce that “Miller is taking a shot from the bluezone!” or “Miller is taking a shot from the blue!”, which would clearlyindicate to the listener (who is aware of the floor color scheme) that afour-point shot is being attempted by the Mudhens.

In another example of the benefits of colorization, the announcer canannounce that “Miller is taking a shot from the blue line!”, which couldclearly indicate to the listener (who is aware of the floor colorscheme) that a four-point shot is being attempted by the Mudhens. Theannouncer can also announce that “Miller is taking a shot from theyellow line!”, which would clearly indicate to the listener (who isaware of the floor color scheme) that a three-point shot is beingattempted by the Mudhens.

In yet another example, the announcer can announce that “Miller istaking a shot from the Jet's blue zone!”, which would clearly indicateto the listener (who is aware of the floor color scheme) that afour-point shot is being attempted by a player of the Mudhens. In yetanother benefit of colorization, the announcer can announce that “Jonesis taking a shot from the Jet's yellow zone!”, which would clearlyindicate to the listener (who is aware of the floor color scheme) that afour-point shot is being attempted by the Jets. Thus, color provides anadded dimension to more readily understanding what is occurring in thegame, and where. Other terminology or phrases can also be adapted tomore readily indicate to the viewer and listener what is happening inthe game. For example, “Jones is taking a shot from behind the blueline” or “Miller is taking a shot from behind the Mudhen's blue line”which can be defined to be synonymous for a four-point shot in theyellow zone, or in the blue zone, and so on.

It is to be understood that the utilization of separate scoring areassuch as Area D and scoring Area E provide a natural way to expand on thecourt 800 of FIG. 8. Accordingly, FIG. 9 illustrates a basketball court900 implementation that includes court surface shot locations and floorshot cues for attempting five point and six-point shots, in accordancewith the disclosed architecture. In this implementation, gameplayenables shooters to score up to six points for one shot. In thisalternative implementation, the five-point shot is not made fromspecific parts of the jump circle 109. Moreover, the four-point scoringlocation previously described as encompassing over half the court 100and for court 800 (e.g., the entire offensive team court plus part ofthe defensive team court), is now more restricted.

This implementation of court 900 is now described in detail, in terms ofthe offensive court and the defensive court. In implementation, thecourt design applies to both teams, where the offensive and defensiveteams reverse direction of play based on ball possession. In otherwords, the defensive court “flips” to now become the offensive court andthe offensive court becomes the defensive court. The court system 900can also include backboards (not shown in detail, but similar tobackboard 502, 602, and 702, for example) with backboard shot cues(similar to backboard shot cues 704) that relate to corresponding floorshot cues.

The basketball court 900 is partitioned into five shooting/scoringareas: scoring Area A, scoring Area B, scoring Area C, scoring Area D,and scoring Area E. Scoring Area A encompasses the typical one-pointfree throw shot, and two-point shot areas, but not the baselinefour-point shot boxes (160A and 162A). Thus, scoring area A comprises anarea on the court surface 102 bounded by the three-point arc 128A,baseline 122, part of the sidelines (112 and 114), and two sides of eachof the baseline four point shot boxes (160A and 162A).

Scoring Area B is the three-point shot area and is bounded betweenscoring Area A and scoring Area C. More specifically, scoring Area B isan area on the court surface 102 bounded by the four-point shot line140A, part of the sidelines (112 and 114), the three-point arc 128A, andone side of each of the four-point shot boxes (160A and 162A).

Scoring Area C is the four-point shot area and is bounded betweenscoring Area B and scoring Area D. More specifically, scoring Area C isan area on the court surface 102 bounded by the four-point shot line140A of the defensive court, part of the sidelines (112 and 114), and afive-point shot line 902 (the four-point shot line in the offensivecourt). Thus, the four-point shot area (the scoring Area C), in thisimplementation, has been reduced in size from the larger four-point shotarea previously described in FIG. 8, which extended all the way to thebaseline 124.

Notice that scoring Area C also includes (straddles) the mid-court line110, so the offensive shooter needs to be mindful of an over-and-backviolation when attempting to setup for the four-point shot. That is,once the ball handler moves into the defensive court part of scoringArea C, the ball handler cannot then move back across the mid-court line110 into the part of scoring Area C of the offensive court. However, theball handler can attempt a four-point shot while standing on themid-court line 110 when moving from the offensive court into thedefensive court.

In an implementation where scoring Area C is a single color such as deeppurple or dark blue, it can be advantageous, in order to clearlydistinguish or assist in readily identifying an over-and-back violation,to employ a one-inch wide or a two-inch wide mid-court line of aspecific color (e.g., white, yellow, etc.) that is sufficientlycontrasting to the color (e.g., deep purple, dark blue, etc.) of scoringArea C.

Additionally, the width of the mid-court line used can, optionally,increase the length of the court accordingly. Thus, a one-inch widemid-court line extends the court length by one inch, a two-inch widemid-court line extends the court length by two inches, and so on. Thisenhancement preserves the overall area of scoring Area C. Alternatively,the width of the mid-court line 110 has no effect on the overall courtlength, but is simply centered in the dividing line of the court.

This latter alternative can reduce the overall area of scoring Area C bya nominal amount, unless the mid-court line 110 can be consideredneutral. In other words, when the player with ball possession takes theball across the mid-court line 110 into the back court, but then stepsbackward such that the player's foot traverses the entire width of themid-court line 110 and touches the front court, then an over-and-backviolation could be called. Thus, if any part of a ball handler's foot istouching the mid-court line 110 without stepping backward into the frontcourt, this would not be an over-and-back violation.

When considering the description of demarcation lines relative to theoverall court dimensions, in one implementation, the perimeter (orout-of-bounds) line can be exclusive of the overall court dimensions.That is, when the court dimension is said to be fifty-four byone-hundred feet, for example, this dimension excludes the two-inchperimeter line (where a two-inch boundary line is used). In analternative implementation, the perimeter (or out-of-bounds) line can beincluded in the overall court dimensions. That is, when the courtdimension is said to be fifty-six by one-hundred feet, for example, thisdimension includes the two-inch perimeter line around the entire court.

Scoring Area D is the five-point shot area and is bounded betweenscoring Area C and scoring Area E. More specifically, scoring Area D isan area on the court surface 102 bounded by the five-point shot line 902of the offensive court, part of the sidelines (112 and 114), a six-pointshot line 904 (same as the three-point shot line in the offensivecourt), and one side 910 of each of the four-point shot boxes (806B and808B) in the offensive court. As before, the four-point shot boxes (806Band 808B) in the currently-designated offensive court become four-pointshot boxes for the opposing team when the opposing team gains possessionof the ball.

Scoring Area E is the six-point shot area for the offensive team and isbounded between scoring Area D and the baseline 124. More specifically,scoring Area E is an area on the court surface 102 of court 900 boundedby the six-point shot line 904 of the offensive court, part of thesidelines (112 and 114), and the same one side 910 of each of thefour-point shot boxes (806B and 808B) described above. Thus, thefour-point shot boxes (806B and 808B) in the currently-designatedoffensive court become part of the scoring Area E for six-point attemptsto the goal 504 near the baseline 122 of the defensive court.

Note that the five-point shot area of scoring area D and the six-pointshot area of scoring Area E are not requirements, but options offered bythe disclosed enhance basketball architecture. Where the six-point shotis not employed, then scoring area D and scoring Area E become thefive-point shot area. More specifically, the five-point shot area isthen an area on the court surface 102 bounded by the five-point shotline 902 of the offensive court, part of the sidelines (112 and 114),and the baseline 124 in the offensive court. As before, the four-pointshot boxes (806B and 808B) in the currently-designated offensive courtbecome part of the offensive team's five-point shot area (i.e., scoringAreas D and E), but remain as the four-point shot boxes for the opposingteam when the opposing team gains possession of the ball. Therefore, allshots taken and made from beyond shot line 140A (the side of shot line140A that is closer to the mid-court line 110) by the offensive teambecome valued at four points.

An area 916 directly behind the backboards can be designated as anillegal shot area as ruled in the existing basketball game, and whichillegal shot area 916 can be cued (designated) on the court by colorand/or by other design. The illegal shot area 916 can be applied to thecourt surface 102 as a rectangular block that is colored and/or aspecific design (e.g., angled slash marks). For example, the rectangularblock can be aligned with the overhead backboard 702 such that one setof sides align with the vertical sides of the backboard 702, and of theother set of sides, one other side aligns parallel and proximate to thebaseline 124 and the other side aligns parallel and proximate to theline (not shown) in the plane of the court surface 102 formed by theintersection of the vertical plane of the front or back face ofbackboard 702 with the court surface 102.

Note that as previously described in FIG. 7 and FIG. 8, there can benumerous floor shot cues (e.g., hash marks, polygons, or other indicia)applied to the court surface 102 on the inside edges of the sidelines(112 and 114) or other suitable floor locations to further indicate tothe players the floor location from which a shot can be made for agreater likelihood of scoring in accordance with backboard shot cues(e.g., shot cues 704 of FIG. 7) on the backboard 702, for example.

For example, floor shot cues 710A and 710B proximate the straight linesections 144A and floor shot cues 706A and 706B can be utilized fromwhich four-point shots can be attempted, since the four-point shot wouldbe attempted behind the four-point shot line 140A. Although not shown,other floor shot cues can be placed in the offensive and defensive courtsides of scoring Area C for four-point shot attempts before and afterthe mid-court line 110, as well.

Similarly, floor shot cues 912 can be applied to the court surface 102proximate the five-point shot line 902 and from which five-point shotscan be attempted to goal 504 in the defensive court, and one or morefloor shot cues 914 can be applied to the court surface 102 proximatethe six-point shot line 904 from which six-point shots can be attemptedto goal 504 in the defensive court.

While the floor shot cues are only shown for the instance where theoffensive team is bringing the ball “up the court” in the direction frombaseline 124 to baseline 122, it is to be understood that floor shotcues would also be provided on the court surface 102 for the instancewhere the opposing team then brings the ball “up the court” in thedirection from the baseline 122 toward the baseline 124.

In other words, in this latter instance, scoring Area A then becomes thesix-point shot area, scoring Area B becomes the five-point shot area,scoring Area C becomes the four-point shot area, scoring Area D becomesthe three-point shot area, and scoring Area E becomes the two-point andone-point shot area. Shot boxes 806B and 808B are then the four-pointbaseline shot boxes, in this latter instance.

Thus, there can be floor shot cues similarly designed and applied as forthe floor shot cues applied for the opposing team. Again, the depictedfloor shot cues are only examples of what can be used. Other designs canbe employed that use fewer floor cues, or a greater number of floor shotcues. Moreover, the floor shot cues can be of different designs, colors,and/or fill patterns, as desired. For example, one set of floor shotcues (not shown, but can be employed) for the three-point shot line 140Acan be yellow triangles, the four-point shot cues 706 can be bluecircles, and the five-point floor shot cues 912 can be red squares, thesix-point shot cues 914 can be unfilled circles, etc. If no six-pointshot is incorporated into the game, six-point floor shot cues 914 neednot exist, but can be retained as floor shot cue(s) for four-pointshot(s). Similarly, if no five-point shot is included as part of thegame, the five-point floor shot cues 912 need not exist, but can beretained as floor shot cues for four-point shots.

It is to be appreciated that the different scoring areas can also employcorrespondingly different colors. For example, the scoring Area B can beyellow, the scoring Area C can be blue, the scoring Area D can be red,and so on. It can also be the case that there is color symmetry based onthe mid-court line 110. Thus, scoring Areas A and E are of the samecolor (e.g., white) and/or floor fill pattern (e.g., the standard woodfloor look), scoring Areas B and D are of the same color (but differentfrom any other scoring area, e.g., blue) and/or fill pattern (e.g.,lined across the width from sideline 112 to sideline 114), and scoringArea C can be a single color (e.g., green) on both sides of themid-court line 110. Where scoring Area C is a single color, themid-court line 110 can then be a sufficiently contrasting line up to twoinches in width to demarcate the team courts and for over-and backviolations.

It can also be an alternative to make scoring Area C of two differentcolors based on the mid-court line 110. In this case, the need for themid-court line 110 may then be obviated, as it will be clearlydelineated by the sufficiently contrasting colors.

It is also to be understood that the six-point shot scoring Area E isnot a requirement, but simply an alternative that can be realized whenutilizing the disclosed court architecture. This applies to thefive-point shot scoring Area D, as well. Where the six-point shotscoring Area E is not utilized, the five-point shot scoring Area D thenextends from shot line 902 all the way to the baseline 124.

The use of differentiating colors in the various scoring Areas (A, B, C,D, E, “red boxes”, “behind the blue line”, etc.) and for various linesalso provides a way to more readily engage viewers and listeners (whichmay be visually impaired) by the announcer calling out colors thatclearly indicate to the listener where the “action” is taking place,such as a shot attempt.

Consider the following example where two teams, the Jets and theMudhens, are playing. Player Jones plays for the Jets, and player Millerplays for the Mudhens. In this example, also consider the scoring Area Bis yellow, scoring Area C is blue, and scoring Area D is yellow. Usingcoloration as an informative indicator to the listener (and viewer)during play-by-play announcements, the announcer can announce that“Jones is taking a shot from the yellow zone!”, which would clearlyindicate to the listener (who is aware of the floor color scheme) that athree-point shot is being attempted by the Jets. Similarly, theannouncer can announce that “Miller is taking a shot from the bluezone!” or “Miller is taking a shot from the blue!”, which would clearlyindicate to the listener (who is aware of the floor color scheme) that afour-point shot is being attempted by the Mudhens.

In another example of the benefits of colorization, the announcer canannounce that “Miller is taking a shot from the blue line!”, which couldclearly indicate to the listener (who is aware of the floor colorscheme) that a four-point shot is being attempted by the Mudhens. Theannouncer can also announce that “Miller is taking a shot from theyellow line!”, which would clearly indicate to the listener (who isaware of the floor color scheme) that a three-point shot is beingattempted by the Mudhens.

In yet another example, the announcer can announce that “Miller istaking a shot from the Jet's blue zone!”, which would clearly indicateto the listener (who is aware of the floor color scheme) that afour-point shot is being attempted by a player of the Mudhens. In yetanother benefit of colorization, the announcer can announce that “Jonesis taking a shot from the Jet's yellow zone!”, which would clearlyindicate to the listener (who is aware of the floor color scheme) that afive-point shot is being attempted by the Jets. Thus, color provides anadded dimension to more readily understanding what is occurring in thegame, and where. Other terminology or phrases can also be adapted tomore readily indicate to the viewer and listener what is happening inthe game. For example, “Jones is taking a shot from behind the blueline” or “Miller is taking a shot from behind the Mudhen's blue line”which can be defined to synonymous for a five-point shot in the yellowzone, or in the blue zone, and so on.

The disclosed and described implementations all find applicability tocomputer games, where, for example, high-count shots such as five pointsand six points are readily implementable and can be positively receivedby computer gamers. Another variation on basketball that can employthese high-count shots is the well-known game of “H.O.R.S.E”, where anopposing player(s) attempts to force the opposing player(s) toaccumulate the H-O-R-S-E letters first by making difficult and typicallyunconventional shots. This game can also be played by two or moreopposing players per team.

The disclosed architecture also finds applicability to Wi-Fi “pick-up”games where users (anywhere in the world) can simply go online and loginto join one of two teams, for example, up to three players per team orfive players per team, etc., and engage in gameplay with other teammates to play basketball against another team. In anotherimplementation, a single user launches the game on their handheld device(e.g., cellphone) and plays against the software program itself (via asoftware “bot” or robot). The game can be points-limited ortime-limited. In the implementation for fantasy basketball, the userplaying the fantasy game can receive a predetermined number of pointsbased on the shot scored in the actual basketball game. For example,while the actual ball player scores a four-point shot, the fantasyplayer receives six points.

FIG. 10 illustrates a basketball court implementation 1000 that includesball in-bound demarcations and penalty locations for higher point-countshots, in accordance with the disclosed architecture. As previouslydescribed, the basketball architecture can employ four-point shots, andin a more expansive implementation, five point shots. Accordingly, thecourt surface 102 can comprise the scoring Areas C and D/E toaccommodate these additional scoring opportunities, where scoring Area Dis for four-point shots and scoring Areas D and E are for five pointshots.

A situation that can arise with these higher-point scoring opportunitiesand court layout relates to ball in-bound occurrences, where the ball isbrought in-bound from the sidelines (e.g., sideline 112 and sideline114), and which can precipitate an over-and-back infraction (or “call”)relative to the mid-court line 110.

As implemented herein, for a defensive foul committed in the three-pointscoring Area B against a player attempting a three-point shot, the givenfoul can result in three free-throws being given to the player fouled.Similarly, for a defensive foul committed in the four-point scoring AreaC against a player attempting a four-point shot, the given foul canresult in four free-throws being given to the player fouled. Stillsimilarly, for a defensive foul committed in the five-point scoring AreaD/E against a player attempting a five-point shot, the given foul canresult in five free-throws being given to the player fouled.

Where the defensive foul does not result in free throws, but enables asideline in-bound pass, the ball in-bound pass should not force anover-and-back situation at the mid-court, or penalize the offensive teamby limiting usage of the expended scoring Areas C-E.

For example, the four-point scoring Area C overlaps the mid-court line110. Thus, a sideline in-bound pass related to a four-point foul by thedefense should not restrict the pass to the part of scoring Area C inthe defensive (or back) court, but enable the in-bound pass into anypart of scoring Area C, including the part in the front court. (Notethat where there is no five-point shot allowed in the game, thefour-point scoring area encompasses scoring Areas C, D, and E.)

Similarly, a sideline in-bound pass related to a five-point shot foul bythe defense should not restrict the in-bound pass to any area in thedefensive court not associated with the five-point shot, but enable thein-bound pass into any part of scoring Area D/E. Thus, gameplay stoppeddue to a defensive foul should resume in the scoring area thatcorresponds to the where the foul occurred and without incurring anover-and-back call.

In support of these higher-point scoring shots, one or both of thesidelines (112 and 114) can be marked with sideline marks 1002, whichinclude in-bound pass location marks 1004 for the various higher-pointshot infractions, and coach/team bench location marks 1006. It is to beappreciated that the coach/team bench location marks 1006 be placed soas to also serve as a five-point in-bound pass location mark, where theteam that was fouled and retains possession, can bring the ball backinto play in the scoring Area D associated with the five-point shot.This eliminates an over-and-back call that would otherwise occur underexisting rules.

It is to be understood that on the court surface 102, and at least forNBA gameplay, two lines (or hash marks) are drawn on the same sideline(e.g., sideline 114), which designate the extent of the coaching box andteam bench area. In the existing NBA court design the two lines are eachtwenty-eight feet from each of the baselines (122 and 124). However, inthe disclosed expanded court design, these lines can remain the samedistance from the baselines (122 and 124), or be moved up to andincluding thirty-one feet from the baselines (122 and 124) for the onehundred foot court length. For a given court (defensive or offensive),this line marks the farthest extent and the area within which a coachcan stand and which the team bench extends. Thus, both teams are benchedon the same sideline, but separated by a predetermined distance (e.g.,ranging from approximately 38-44 feet). It is to be understood, however,it is not a requirement that both teams be located on the same sideline.Thus, one team can be located along sideline 112 and the other team canbe located along sideline 114.

In one variation of the disclosed basketball game, it is conceivable toincorporate features that enable single and multi-player advantages(e.g., two-man) or “power plays”. A player committing a flagrant foulcan be directed to a penalty area 1008 to sit for a predetermined amountof time (e.g., two minutes) or until an event has occurred in thegameplay, such as the offensive team scored. Such a feature would alsoretain fan interest until the last second of the game while maintainingthe flow of the game. This feature can apply to five and six-playerbasketball teams as well.

The penalty area 1008 can be located along the court perimeter so thatthe player(s) sitting in the penalty area 1008 (also referred to as the“penalty cage”, using “eager” terminology generated long ago in theinitial era of basketball) are isolated from at least verbalcommunications with other team players and the coach. It is to beunderstood that the penalty area 1008 can be located anywhere on theperimeter, such as behind the backboard, sidelines, baselines, etc., aslong as the penalty area 1008 isolates the player from the coach andmembers of the team.

With respect to the existing flagrant fouls, a Flagrant-1 foul relatesto unnecessary contact, and a Flagrant-2 foul relates to unnecessary andexcessive contact. In either case, the player can be ejected from thegame. The Flagrant-1 foul includes wind-up motion plus hard contact orhard contact plus some follow-through. The Flagrant-2 foul includes allof Flagrant-1, but combines the actions to deliver a wind-up motion,hard contact, and follow-through motion. Free throws and retained ballpossession are awarded for both of the flagrant fouls, and multipleFlagrant-1 fouls can result in ejection from the game, while a singleFlagrant-2 foul can result in ejection.

There are other types of fouls (“common” fouls, technical fouls, etc.)that can be committed and penalized in basketball. As a new feature ofthe disclosed basketball architecture, based on the type of foulcommitted, the player committing the foul can be sent to a penaltylocation (also referred to as a “penalty cage”) for a given amount oftime (e.g., two minutes), until such penalty time expires or an eventoccurs in the game (e.g., opposing team scores). The event can be theopposing team scoring a higher-point shot (e.g., 3-point, 4-point,5-point, etc.). Moreover, the team fouled retains ball possession.

If a non-player commits a technical foul, the person can be ejected fromthe game. For example, a first technical foul can result in a two minuteor four minute penalty. If a non-player commits a technical foul, theopposing team can select any player on the court of the “fouling” teamto serve the penalty. If the coach commits the technical foul, a playerwill be removed for a specific period of time depending on the severityof the technical foul. Thus, it is conceivable that the star player ofthe fouling team can be picked to serve the penalty. A second technicalfoul can lead to a two or four minute penalty, and even ejection fromthe game.

For example, a Flagrant-1 foul committed by a player can result in theplayer sitting in the penalty cage for two minutes, multiple Flagrant-1fouls, by the team or the player, can result in the player sitting inthe penalty cage for four minutes followed by ejection, and one or moreFlagrant-2 fouls can result in the player sitting in the penalty box forthe rest of the quarter, game, etc., followed by ejection.

It can also be implemented that the commission of flagrant fouls withina certain span of time will result in a four-minute penalty and/orejection. For example, where an aggressive player commits two flagrantfouls with five minutes of each other, within one quarter, and/or withinthe same half, etc., the aggressive player can be penalized fourminutes, and/or ejected. This player/team penalization is intended toput such team/player on notice that said behavior will not be tolerated.This enhances player safety, keeps the game moving, and is intended tokeep players in the game, rather than on the sidelines or ejection fromthe game.

It is to be understood that when a foul is committed with less than apredetermined amount of time on the clock (e.g., fourteen seconds), theclock can be reset to at least this predetermined amount of time for theopposing team to get the ball in-bound and attempt a shot.

Where the specific foul directs the infracting player to the penaltycage, this generates a “power play” situation, where one team has moreplayers on the court than the opposing team. For example, it would bepossible for an offensive team to field six players against the opposingteam, which would have five players. Depending on the magnitude of thefoul (i.e., the time imposed in the penalty area 1008 or “cage”), itcould also be possible that the offensive team would field four playersagainst the opposing defensive team of five players. As realized, thecreation of the power play situation in basketball can have a dramaticeffect on the outcome of the game score and in very short period oftime, thereby retaining fan excitement by prolonging the uncertainty inthe outcome of the game.

These penalty rules in combination with the expansive court andassociated features makes the game more compatible with at least sixplayers per side, and one or more additional officials. It furthermitigates the occurrence of unsafe and unwise fouls during the game,while retaining fan attention to the last second of the game. Aspreviously indicated, due to the reduction or elimination of gamestoppages, the overall game time can be reduced, thereby extendingplayer energy in the gameplay while reducing the potential for playerinjuries normally associated with extended gameplay and stoppages byplayer fatigue. Thus, quarters can be reduced in time from twelveminutes to ten minutes, for example, to keep players “fresh” throughoutthe entirety of the game. The six-player team also extends player/team“freshness” by reducing player fatigue through more passing, forexample.

A six-player squad capability can also lead the team to expanding theirroster by one or more players. This also returns the game to thede-emphasis of the current focus on the player size/height of the “bigman” and re-emphasizes speed and quickness on the court, as well aspassing and longer range shooting skills. The enhanced basketballarchitecture also expands game strategy, and introduces new plays bycoaches, such as new plays that can be run behind that backboard due tothe increased area provided by the expanded court design.

Included herein is one or more flow charts representative of exemplarymethodologies for performing novel aspects of the disclosedarchitecture. While, for purposes of simplicity of explanation, the oneor more methodologies shown herein, for example, in the form of a flowchart or flow diagram, are shown and described as a series of acts, itis to be understood and appreciated that the methodologies are notlimited by the order of acts, as some acts may, in accordance therewith,occur in a different order and/or concurrently with other acts from thatshown and described herein. Moreover, not all acts illustrated in amethodology may be required for a novel implementation.

FIG. 11 illustrates a method of providing a basketball court forbasketball gameplay. At 1100, a rectangular court surface is provided,which includes a boundary line that circumscribes court areas withinwhich the gameplay occurs, and a center court line that extends across awidth of the court and divides the court into two equivalent courtareas. The court areas include a first court area and an opposing courtarea (a second court area of an opposing team). The court surfaceincludes visual cues that facilitate the gameplay. The visual cuesinclude hash marks placed along the sidelines (e.g., to define the bencharea of a team, etc.), the tip-off circle at the center of the court andcentered on the center court line, the free throw area (e.g., playerlocations when a free throw is being made, etc.), and so on.

At 1102, scoring locations are provided relative to the court areas, thescoring locations demarcated on the court surface and from which shotscan be made to the goal. The scoring locations include four-pointscoring locations and three-point scoring locations from which to scorepoints.

The method can further comprise providing at least two four-pointscoring locations in each court area: a first four-point scoringlocation proximate the center court line (e.g., within four feet of thecenter court line), and a second four-point scoring location on one sideof the goal and bounded on one side by a back-court baseline (e.g., theshort side 124).

The method can further comprise demarcating the first four-point scoringlocation by a mid-court four-point shot line (e.g., the shot line 140A,the shot line 208A, the shot line 320A) and the second four-pointscoring location by baseline four-point shot line. The method canfurther comprise providing the mid-court four-point shot line with anarcuate segment having a radius of curvature greater than a radius ofcurvature of a three-point line.

As a brief, but non-exhaustive, summary of the disclosed basketballcourt architecture, an improved basketball court architecture isdescribed that provides a safe environment for the players in which toplay the game and officials to officiate gameplay. Moreover, thearchitecture further enables players of any age group, as well as thegame, in general, room to grow, and, improve play and shootingabilities.

In support thereof, the disclosed enhanced court exhibits features suchas updated dimensions and court annotation or artifacts that accommodateand promote the increased size and athletic capabilities of the players,as well as improve the game at least insofar as playing and viewing. Forexample, the improved court architecture includes increased pointscoring opportunities such as for four-point goals and five-point goals,as well as clearly marked scoring areas on the court surface from whichto make these shots.

The use of colorization of selected areas of the court surfacefacilitate increased visual acuity of the players in determining fromwhere shots should be taken and for officiating to ensure the properscoring and game rules are enforced. The use of contrasting colors ofcourt features such as shooting areas and lines enables players who maybe colorblind, for example, or have other visual deficiencies to stillcompete and enjoy the game. Moreover, colorization can be used toenhance the contrast between adjacent scoring areas and other floorfeatures so that players and officials can more readily determine wherethey are on the court and to more quickly make decisions based on thecurrent court location.

Colorization enhances fan enjoyment not only at the arena, but alsoimproves viewer recognition of actions on the court for the video viewer(e.g., television, computing device live and/or replay viewing, etc.),particularly, those fans viewing the game via the smaller displaysassociated with handheld devices such as smartphones, tablets, laptopcomputers, and the like. As indicated herein, for example, colorsassociated with specific areas of the court can be quickly recognized(visually and/or audibly) by viewers using smaller displays ascorresponding to certain actions. For example, a shooting activity froma yellow area can be readily understood as a four-point shot, whereyellow is the floor color of the four-point scoring area.

The use of colors in the basketball court architecture also facilitatesother visual enhancements for fan enjoyment and improved flow of thegame. For example, where a shot is being attempted from the red shot box806B, a corresponding red identifier can be presented not only on thecourt-based electronic scoreboard system, but also in thetelevision/video interface for fans watching the game but not physicallyat the arena. Where red is understood as associated with a four-pointshot, the fan can readily understand that a four-point shot is beingattempted or has been successfully made.

Thus, when a “legal” shot is being made from a given colored area, theelectronic systems employed to make such a determination canautomatically communicate the state of the shot to the audience via oneor more of several different ways. The state of the shot can includeparameters such as who is making the shot, where the shot is being madefrom, the point count for the given shot (e.g., three points, fourpoints, five points, etc.), whether the shooter is (has) stepping(stepped) on a line that impacts the intended point count (e.g.,intending to make four points but steps on a line that reduces the shotto three points, stepping out of bounds, etc.), and so on.

As part of the disclosed basketball architecture, one or more electronicdata acquisition, data processing, and sensor systems can be employed toautomate infraction identification, shot identification, floor locationof the shooter/players at all times, etc., all of which provide datathat can be processed to enhance the flow of the game, improve safetyover what currently exists in sporting events, prolong fan interest, andgenerally, provide new and/or improved revenue streams for teams,companies, and advertisers involved with sporting events.

Sensors can be implemented in any of the following ways/locations tomore precisely track gameplay: player clothing, the basketball, playershoes, line(s) on the floor (e.g., out-of-bounds lines, shot lines, shotboxes, etc.), backboard, hoop, hoop bracket, and so on. Imaging systemscan be employed as well to process at least the shooting player toquickly assess the state and/or validity of the shot being attempted inorder to prevent game stoppage and keep the game moving. Such data canalso be employed to interface to computer games in non-realtime and/orsubstantially realtime presentation of the game using computer avatarsof the players, for example.

Additionally, a redesigned backboard system also facilitates theincreased likelihood of making the four-point and five-point shots byincorporating backboard shot cues at which the shooting player can aimto make these longer shots.

More specifically, the court has increased dimensions and incorporatesadditional shooting locations for an increased number of points notcurrently employed in basketball courts. For example, the basketballcourt is widened by four feet or six feet and lengthened by six feet,the court includes one or more four-point shooting locations, and alarger and more expansive three-point area for shooting three-pointshots. Additional features include increasing the distance from thebaseline to the center of the basket, which introduces additional roomfor players to traverse this area behind the basket, as well asfacilitating the use of additional four-point shooting areas by the backbaseline and on either side of the basket.

In another implementation, the court surface is clearly marked into fivescoring areas, and can use different floor colorations and floor shotcues from which to attempt the shots. This further enables not onlyfour-point shots, but also five-point shots, and even six-point shots.The flexibility of the disclosed implementations enable the user todecide to what extent high-point scoring will be employed, theassociated floor shot cues and other markings, and the backboard shotcues.

What has been described above includes examples of the disclosedarchitecture. It is, of course, not possible to describe everyconceivable combination of components and/or methodologies, but one ofordinary skill in the art may recognize that many further combinationsand permutations are possible. Accordingly, the novel architecture isintended to embrace all such alterations, modifications and variationsthat fall within the spirit and scope of the appended claims.Furthermore, to the extent that the term “includes” is used in eitherthe detailed description or the claims, such term is intended to beinclusive in a manner similar to the term “comprising” as “comprising”is interpreted when employed as a transitional word in a claim.

1. A basketball court method, the method comprising: providing arectangular court surface which includes a boundary line thatcircumscribes court areas within which the gameplay occurs, the courtareas include a first court area and an opposing court area, the courtsurface includes visual artifacts that facilitate the gameplay;providing at least one four-point scoring location in each of the courtareas from which a shot can be made to a goal; and bounding thefour-point scoring location of each court area by a four-point scoringline that extends across the court proximate a center court line, eachfour-point scoring line includes an arcuate section and straight-linesections.
 2. The method of claim 1, further comprising bounding thefour-point scoring location of the first court area, the four-pointscoring location bounded by, a four-point scoring line in the firstcourt area that extends across the court proximate a center court line,and a baseline of the opposing court area.
 3. The method of claim 1,further comprising providing every point of the four-point scoring linein the first court area as at least two feet from every point on thecenter court line.
 4. The method of claim 1, further comprisingproviding the straight-line sections as parallel to the center courtline.
 5. The method of claim 1, further comprising providing the firstcourt area as including a three-point scoring location, the three-pointscoring location bounded by a three-point arc, the boundary line, andthe four-point scoring line.
 6. The method of claim 5, furthercomprising providing the three-point arc as including a semi-circle thecenter of which is vertically aligned with a center of the goal.
 7. Themethod of claim 5, further comprising providing the three-point arc as asemi-circular arc having a first end and a second end, the first andsecond ends each connect to a straight-line segment that extends to thebaseline, the straight-line segments parallel to a sideline.
 8. Themethod of claim 1, further comprising providing the four-point scoringline in the first court area as including an arcuate section having aradius of curvature equal to or greater than a radius of curvature ofthe three-point arc.
 9. The method of claim 1, further comprisingconnecting a straight-line section at each end of the arcuate section,each straight-line section intersects a corresponding sideline of thecourt.
 10. The method of claim 1, further comprising providing in thefirst court area a second four-point scoring location, the secondfour-point scoring location adjacent to a baseline of the first courtarea.
 11. A basketball court method, the method comprising: providing arectangular court surface which includes a boundary line thatcircumscribes court areas within which the gameplay occurs, the courtareas include a first court area and an opposing court area, the courtsurface includes visual artifacts that facilitate the gameplay;providing at least one four-point scoring location in each of the courtareas from which a shot can be made to a goal, the four-point scoringlocation of each court area bounded in part by a correspondingfour-point scoring line; bounding the four-point scoring location ofeach court area by a four-point scoring line that extends across thecourt proximate a center court line, each four-point scoring lineincludes an arcuate section and straight-line sections; and providing athree-point scoring location in each of the court areas, the three-pointscoring location bounded by, in part, the four-point scoring line, theboundary line, and a three-point line.
 12. The method of claim 11,further comprising defining the first court area and the opposing courtarea as the rectangular court surface, which rectangular court surfaceexceeds a width of fifty feet and exceeds a length of ninety-four feet.13. The method of claim 11, further comprising providing in the firstcourt area a three-point arc that serves as a three-point shot line, thethree-point arc is a semi-circular arc having a first end and a secondend, the first and second ends each connect to a straight-line segmentthat extends to a back-court baseline, the straight-line segmentsparallel to a sideline.
 14. The method of claim 11, further comprisingproviding the four-point scoring line in the first court area asincluding an arcuate section having a radius of curvature equal to orgreater than a radius of curvature of the three-point line.
 15. Themethod of claim 11, further comprising providing the first court area ascomprising at least three four-point scoring locations: a firstfour-point scoring location proximate the center court line, a secondfour-point scoring location on one side of the goal and bounded on oneside by a back-court baseline, and a third four-point scoring locationon an opposite side of the goal relative to the second four-pointscoring location and bounded on one side by the back-court baseline. 16.The method of claim 11, further comprising providing the four-pointscoring line of the first court as non-intersecting to the three-pointline.
 17. A method of providing a basketball court for basketballgameplay, the method comprising: providing a rectangular court surface,which includes a boundary line that circumscribes court areas withinwhich the gameplay occurs, and a center court line that extends across awidth of the court and divides the court into two equivalent courtareas, the court areas include a first court area and an opposing courtarea, the court surface includes visual cues that facilitate thegameplay; providing scoring locations relative to the court areas, thescoring locations demarcated on the court surface and from which shotscan be made to a goal, the scoring locations include four-point scoringlocations and three-point scoring locations from which to score points;and bounding the four-point scoring location of each court area by afour-point scoring line that extends across the court proximate a centercourt line, each four-point scoring line includes an arcuate section andstraight-line sections.
 18. The method of claim 17, further comprisingproviding at least two four-point scoring locations in each court area:a first four-point scoring location proximate the center court line, anda second four-point scoring location on one side of the goal and boundedon one side by a back-court baseline.
 19. The method of claim 18,further comprising demarcating the first four-point scoring location bya mid-court four-point shot line and the second four-point scoringlocation by a baseline four-point shot line.
 20. The method of claim 19,further comprising providing the mid-court four-point shot line with thearcuate section having a radius of curvature greater than a radius ofcurvature of a three-point shot line.